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MUSEUMS OF EDUCATION 



THEIR HISTORY AND USE 



By BENJAMIN R. ANDREWS 



SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIRE- 
MENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY, 
IN THE FACULTY OF PHILOSOPHY, COLUMBIA UNIVER- 
SITY 



[Reprinted from Teachers College Record, 
Volume 9, Number 4, September, 1908, 
pp. 195-291. New York, 1908.] 




Qass_ 
Book_:i 



MUSEUMS OF EDUCATION 






THEIR HISTORY AND USE 



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\% 



By BENJAMIN R. ANDREWS 



SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIRE- 
MENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY, 
IN THE FACULTY OF PHILOSOPHY, COLUMBIA UNIVER- 
SITY. 



[Reprinted from Teachers College Record, 
Volume 9, Number 4, September, 1908, 
pp. 195-291. New York, 1908.] 



CONTENTS 

CHAPTER PAGE 

I. Introduction i 

1. The Modern Museum 

2. The Museum of Education 

3. Outline of Problem 

II. Educational Museums in the United States 6 

1. Museum of United States Bureau of Education 

2. State Educational Museums 

3. City Educational Museums 

4. Educational Museums of Universities 

Museum of Teachers College, Columbia University 
5- Miscellaneous Educational Museums of the United States 

III. The Educational Museums of the World outside of the 

United States 33 

1. Purposes of the Museums 

2. The Museums and their Organization 

3. Their Collections: Objects and Books 

4. Activities of the Museums 

IV. Museums of Education: Their Organization and Worth to 

American Education 72 

1. The Utility of Educational Museums 

2. Administrative Principles for Educational Museums 

3. In Conclusion 

Bibliography 95 



iN EXCHAt;. 



TEACHERS COLLEGE RECORD 



Vol. IX SEPTEMBER, 1908 No. 4 



MUSEUMS OF EDUCATION 



CHAPTER I 
INTRODUCTION 

I. The Modern Museum 

We are finding it increasingly useful to collect in permanent 
storehouses ^nd exhibition halls objects of significance in human 
affairs. The art museum was the first modern expression of this 
idea ; natural science collections have multiplied in recent decades ; 
and the objective materials of industry, commerce, and the 
various fields of thought and activity are now often brought 
together for useful ends. The object aimed at is to bring to a 
focus these significant things, as books are brought together in 
libraries, and accelerate the transfer of general experience and 
knowledge to the individual. Library and museum, indeed, serve 
one purpose and it is accident, or at most, convenience, that has 
made them separate institutions, the one conserving the bulky 
material things of knowledge and the other protecting the con- 
venient symbolic records in book form. The obvious work of 
the museum is to provide objects for public inspection; but since 
it deals with objects which as knowledge are often ambiguous 
and on a lower level of elaboration than printed books, its staff 
must include scientists able to put meanings upon objects, ar- 
range them in orderly system for observation, and write system- 
atic accounts of them ; hence, the association of laboratories with 
museums, and the latters' encouragement of original studies both 
by their staff and by outside scholars. In other words, museum 
195] I 



2 Teachers College Record [196 

economy involves not only exhibition, but scientific research and 
study ; and for this double purpose, the modern museum, the- 
oretically at least, administers "study collections" and "exhibit 
collections." The "study" division includes material still unclas- 
sified, but refers especially to the long series of systematic col- 
lections, of interest only to the scholar for reference and so best 
arranged in compact form with working space at hand; the 
exhibit collections are those arranged for popular inspection and 
they vary from systematic collections and special groups showing 
historical and scientific relationships, which prove thought-pro- 
voking to the "educated visitor," to striking unit-presentations of 
one sort or another, which are attractive and intelligible to the 
"average visitor" who is impelled by curiosity and is simply seek- 
ing mental recreation. 

The final justification of museum collections goes back to 
the utility of objects versus symbols-of-objects in knowledge, 
and that cannot be determined here. Certain utilities of objects, 
however, obviously cannot be served by the second-hand symbol- 
ism of books. On the one hand, in gaining nev; knowledge, 
objects are absolutely necessary at the sources of our ideas of 
the material world; and science often requires that objects so 
studied be preserved as a record of results and to permit a repe- 
tition of the investigation. On the other hand, in transmitting 
knowledge, objects are often useful in adding clearness to ideas, 
as illustrated by the use of the objective in children's education, 
or by the adult's recourse to the object in place of a verbal or 
pictorial description; the objective also adds an appeal to the 
feelings and so possesses a dynamic power for action — for 
example, contrast the force of an argument for schoolroom 
decoration with the efifect of an inspection of materials for such 
decoration, in securing action from a school committee. At 
any rate, objects must always underly books as the guarantee of 
knowledge which concerns the material world ; and in trans- 
mitting knowledge, despite the convenience of books, recourse 
will often be had to the object for illustration and efifect. 

The collections of a museum are specialized according to its 
particular aim. Objects of a common significance, as related to 
the fine arts, to natural science or some division of it, to anthro- 
pology, to industry, to medicine or some other art, are brought 



197] Museums of Education 3 

together and form a museum illustrating the special field con- 
cerned. Within the museum, systematic classification — scientific, 
historical, or otherwise — proceeds further and makes the objects 
available for the purpose set, whether of inspection or of research. 
This general statement may serve to emphasize the fact that the 
museum is not as it was once, a confused array of objects brought 
together as fancy or curiosity dictated, but that it is coming into 
new efficiency by a limitation of the field of the individual 
museum, and by attention on the one hand to its unique scientific 
purpose of organizing -knowledge which has not yet reached the 
level of the compiled book, and on the other to the arrangement 
of exhibits specially designed for popular instruction and enjoy- 
ment. 

II. The Museum of Education 

The educational museum, or museum of education, of which 
this study treats, is one of these specialized museums, which 
includes collections solely of objects related to education and 
which is administered primarily to be of service to persons 
engaged in education. Such museums first appeared about half 
a century ago, and probably a hundred or more of them have 
been organized in various parts of the world. Recently, renewed 
interest has been shown in the educational museum in this coun- 
try, as, for example, in the movement to establish such museums 
in the cities of St. Louis and New York, and in certain states, 
and in the tendency to form collections of similar material in 
certain American universities. An attempt to bring together 
experience regarding these museums seems therefore timely. 

We may define the educational museum as an institution that 
contains objective collections which have an illustrative, com- 
parative, or critical relation to the schools and to school work, 
or which are concerned with education as a profession, a science, 
or a social institution. The mention of two confusions in the 
use of the term "educational museum," will make its proper 
significance more clear. A common statement is that some great 
public museum, like the Victoria and Albert Museum in South 
Kensington, is an "educational museum"; the reference in such 
a case is plainly to the general educational aim of the museum, 
not to its contents, which are in no way directly connected with 



4 Teachers College Record [198 

education. In the sense that it is exerting an educational influ- 
ence, any museum might be called "educational." Clearness is 
therefore served by keeping the name "educational museum" for 
specialized collections of objects related to education and by 
remembering that it is sometimes used as a descriptive term, but 
not accurately as a title, for general museums of science, of art, 
and for other museums which are educational in purpose. 

The other confusion in terms is more serious. Museums 
located in a school or organized as an adjunct to a system of 
schools, and aiming to aid school instruction directly and imme- 
diately, are sometimes called "educational museums." Their 
contents are certainly "objects related to education"; but since 
their collections are designed as a supplementary agency in actual 
work, they may better be called "school museums." They can be 
sharply distinguished from the "educational museum" of which 
this study treats: the school museum is itself didactic, it exists 
for the pupil directly ; it includes only the means of teaching, 
that is, the apparatus, appliances, and materials of teaching 
brought together for use in actual instruction. Distinguished 
from the school museum is the type of museum which is related 
to education as an institution, a profession, or a science, rather 
than to actual teaching; which exists not for the pupil but for 
the teacher, the person interested in school administration, the 
student of education, and the general public ; the collections of 
which illustrate not only the means and appliances of education 
(and these not to be used in teaching but to be studied and con- 
sidered for themselves) but in addition, it may be, the methods 
of education, its results, its organization and administration, its 
housing and equipment, its history, and whatever other phases 
of education may find suitable expression in objective exhibits. 
This then is a museum of education or an educational museum : 
a collection of objects systematically arranged according to 
museum methods, which are intended to advance education, 
whether in the training of teachers and their professional improve- 
ment, or by aiding those charged with the administration of 
schools, or by assisting in the researches of the scholar or by 
enlightening the public. Its service is epitomized in this: an 
educational museum educates regarding education. This study 
deals with educational museums, and more than once it will be 



199] Museums of Education 5 

necessary to recur to the distinction pointedout between the school 
museum, containing collections for actual use in teaching, and 
the educational museum, representing education in its institutional, 
professional, and scientific aspects. 

III. Outline of Problem 

This study presents, first, brief references to the educational 
museums and permanent exhibitions of the United States (includ- 
ing one Canadian museum), together with a particular sketch of 
one such museum with which the writer has been connected. 
This first section is based on detailed data regarding American 
museums of education which form a separate study as yet unpub- 
lished. The second part of the present study is a survey by 
tabulated information of the chief educational museums of the 
world, outside of the United States. Its third and concluding 
section is a discussion of the educational museum, and a sug- 
gested program for its development.^ 

* Acknowledgment should be made at the outset of the writer's debt 
in the second part of the study to the monographs by Rektor Hubner, 
Director of the Breslau Educational Museum, on the German and the 
non-German educational museums (see bibliography). The writer began 
to collect information from printed sources and by correspondence in 
1904, intending to write historical accounts of educational museums at 
home and abroad. The work was considerably advanced when Hiibner's 
studies appeared. It was then determined to utilize Hiibner's data and 
that gathered by the writer in sketching the educational museum move- 
ment as a whole. This forms part two of this study. 



CHAPTER II 

EDUCATIONAL MUSEUMS IN THE UNITED STATES 

A brief statement will be made in turn of (i) the educational 
museum in connection with the United States Bureau of Educa- 
tion; (2) state educational museums of the United States and the 
Provincial Educational Museum at Toronto; (3) city educational 
museums of the United States; (4) university educational 
museums, with a statement at length of the museum of Teachers 
College, Columbia University, New York City; and (5) miscel- 
laneous educational museums. 

I. Museum of United States Bureau of Education 

In the discussion preliminary to the establishment of the 
United States Bureau of Education at Washington, a museum 
was suggested as one feature;^ "a. library and cabinet of educa- 
tion" was proposed by the first commissioner, Henry Barnard;^ 
the second commissioner. General Eaton, established the library 
and repeatedly sought special government support for the pro- 
jected museum which he conceived of as related to a possible 
chain of other educational museums in the capital cities and large 
centers of the country;^ the exhibits, domestic and foreign, 
received after the Centennial Exposition of 1876, began the 
museum, and through similar and other accessions it had grown 
to several thousand items from which some 2500 objects and series 
were culled for exhibit at the Bureau's building in 1886;* 
additional accessions soon crowded the rooms beyond resem- 
blance to a museum, and in 1906 the objects were all put into 
storage to await suitable quarters and sufficient funds for organ- 
izing a museum proper to the Bureau. Judged by fugitive data, 

^ National Teachers Association, Proceedings, etc., 1865, Barnard, 
Hartford, 1865, p. 299 ff., especially p. 307. 

* Barnard's American Journal of Education, XVIII, 1869, p. 192. 

' Report of Commissioner of Education, Washington, 1870, p. 7. Other 
reports of Commissioner Eaton, e. g., his last: Report 1884-85, pp. cccxii- 
cccxvii. 

* Report, 1886-87, PP- 11-12. 

6 [200 



201 ] Museums of Education 7 

the collections were unsystematic; appliances for instruction 
were more prominent than samples of pupils' work; secondary- 
education was represented more than elementary, and especially 
numerous was the apparatus for the teaching of chemistry and 
physics. The Bureau has made significant exhibits at many inter- 
national expositions; but these have not been put on permanent 
display at Washington. The educational library of the Bureau 
numbers about 60,000 volumes, including 40,000 books on educa- 
tion, and is now growing into new importance.^ 

II. State Educational Museums 

A state exhibit of the schools and their work has been estab- 
lished at the capitals of at least ten of the American states, 
although there is at present no state educational museum in the 
sense of a separate institution carrying on aggressive work. 
New Jersey, Pennsylvania and Louisiana have included an 
exhibit of the state's educational resources as an integral part of 
the state museum of arts and sciences which has been established 
at many of the American state capitals; and of these the New 
Jersey educational exhibit dates from 1895 ^"^ i^ P^''^ goes back 
to 1876; Massachusetts, from 1894 to 1899 had as a separate insti- 
tution a state educational museum, but it seems to have failed 
from lack of funds, quarters and wise plans ; the New York State 
Education Department has a state educational exhibit in the 
capitol corridors at Albany, and the South Dakota Historical 
Society has a similar exhibit at Pierre ; there are also small exhib- 
its in connection with the office of the State Superintendent of 
Education at Charleston, West Virginia ; Columbia, Missouri ; 
Bismark, North Dakota ; and Salem, Oregon. The Education 
Department of Arkansas has planned such an exhibit ; and Maine 
has a statute provision by which a collection of educational 
objects and books may be made if at no expense, and this has 
resulted in a text-book collection. All these exhibits arose through 
an attempt to make permanent the state's educational exhibit dis- 
played at some exposition — four following the Chicago Exposi- 
tion of 1893; one, the Buffalo Exposition of 1901 ; and five, the 
St. Louis Exposition of 1904. In general, these exhibits consist 

'Letter, from Commissioner Harris, May 10, 1906; and personal 
information, from Bureau, March 1907. 



8 Teachers College Record [202 

of samples of pupils' work, especially written material, art and 
manual training samples; photographs of school buildings, inte- 
riors, and school groups; statistical charts; and in some cases, 
collections of apparatus and appliances for teaching, although 
this latter class of exhibits is less prominent than in museums 
abroad. Nineteen of twenty-eight states answering report, in 
addition to the state collections just mentioned, more or less 
extensive educational exhibits of a permanent nature in one or 
more normal schools or colleges in the state, formed apparently 
to aid in the professional training of teachers. Of forty states 
answering, thirty-six report that temporary educational exhibits 
of pupils' work are held at teachers' institutes, association meet- 
ings, and on other similar occasions, thus evidencing a sort of 
temporary museum activity. Twelve states report educational 
libraries : in five, as part of the state library — Massachusetts, New 
York, Pennsylvania, North Dakota, and Washington ; in seven, 
at the office of the superintendent of public instruction — Maine, 
Rhode Island, West Virginia, Ohio, Illinois, Wisconsin and 
Utah. The New York state educational library is the largest, 
with about 10,000 volumes, and those of Illinois and Rhode Island 
are noteworthy. 

The Educational Museum at the Ontario Provincial Education 
Department, Toronto, must be credited as the first educational 
museum of the world. Its beginning dates from 1845 when 
Edgerton Ryerson, Provincial Superintendent of Education, then 
in Europe, was granted iioo to purchase samples of "school 
models," copies of which he had seen in American schools and 
which he thought Canadian manufacturers could duplicate.^ The 
collection of school aids grew and became the basis of the "De- 
pository" or government sales-bureau of school requisites, text- 
books and library books, established in 1850, and which continued 
until 1881.^ Meantime, in 1853, the "Canadian Museum" was 
authorized and the educational collection seems to have become 
one of its sections when it was opened in 1856 f indeed, this pro- 
vincial museum of arts and sciences was long known in its entirety 

' Documentary History of Education in Upper Canada, Toronto, V, 
237-249, especially 241. 
'Ibid., X, 190-201. 
^ Ibid., XII, 97-99 and 100-137; XIII, 191-192; X, 169. 



203] Museums of Education 9 

as the "Educational Museum," until 1897, when the name 'Tro- 
vincial Museum" was assumed. At about the latter date, the last 
purely educational exhibits were retired from the museum. The 
educational collections at Toronto realized certain important 
resuhs: they distinctly improved the teaching equipment of the 
schools of the province both through force of example and by 
the direct agency of the government in selling to the schools 
duplicates of the exhibits shown; they led, within ten years, to 
Canadian manufacture of teaching materials, school desks, and 
other requisites, so that the "depository" and sales-bureau of the 
government could later be dispensed with ; they influenced Amer- 
ican schools through the visits of various American teachers, 
especially through the stimulus given Principal Sheldon of the 
Oswego Normal School who inspected the Toronto collections 
about i860 and as a consequence initiated the "Oswego move- 
ment," so-called, in American education.^ Whenever educational 
museums are mentioned, the museum at Toronto and the wisdom 
of Edgerton Ryerson who conceived this first educational museum 
may well be held in honor. 

III. City Educational Museums 

St. Louis organized a combined educational and school 
museum after the Exposition in 1904, which while making rapid 
progress as a central loaning bureau and exhibit room for nu- 
merous and varied collections of illustrative material for use in 
teaching, has also maintained exhibits of local education and of 
foreign schools for the professional benefit of the city's teachers.- 

New York City projected an educational museum in 1905 and 
later plans were drawn up which included a permanent exhibit 
of the work of local schools, a display of schoolroom equipment 

*U. S. Bureau of Education, Circular No. 8, 1891, p. 63; "Historical 
Sketches Referring to the first Quarter Century of the State Normal and 
Training School at Oswego, New York," Oswego, 1888, pp. 3, 138; Bar- 
nard's American Journal of Education, XII, 642. 

'Public School Messenger (Official Publication of the Department of 
Instruction), St. Louis, Sept. 28 and Dec. 29, 1905; Jan. 18, 1907. Circu- 
lar, "Department of Instruction, Educational Museum, St. Louis, April, 
1906." Fifty-first Annual Report of Board of Education, St. Louis, 1905, 
St. Louis, 1906, p. 256. 



lo Teachers College Record [204 

and illustrative apparatus and material, an historical exhibit, 
selected work from schools of other cities, selected seasonal 
exhibits to illustrate parts of the course of study in the city schools 
— all lines for the professional betterment of teachers — and col- 
lections of slides, stereoscopic views and pictures for loan. The 
exhibit of local education is ready at hand in the St. Louis Expo- 
sition exhibit, and a beginning with the slide collection has been 
made, but further progress awaits the securing of suitable rooms. 

In two other cities, New Haven, Conn,, and Reading, Pa., 
some beginnings toward a museum of local education have been 
made and in Louisville, Ky., one has been considered. In some 
twenty-five other cities (of the 130 cities over 10,000 in popula- 
tion from which information was secured) there seem to have 
been in existence in 1906 less extensive permanent exhibitions of 
local education, and in seventeen other cities there has been man- 
ifested some evidence of interest in such a permanent exhibit. 
Returned material from the St. Louis or Portland Exposition 
was influential toward the permanent local exhibition in twenty- 
seven of the forty-seven cities referred to. These local exhibi- 
tions seem to be composed almost exclusively of samples of 
pupils' work from local schools, and these represent present con- 
ditions only ; in the case of New York and St. Louis, historical 
sequences and comparative exhibits from outside are contemplated. 

The New York museum is to be located in the Board of Edu- 
cation building; the St. Louis museum has quarters in two school 
buildings ; of the other city exhibitions, nine are in school build- 
ings ; thirteen, in the office of the superintendent of schools ; 
three, in the rooms of the board of education ; two in the public 
library ; two, in the city museum ; one, in the department of school 
supplies ; and in the remaining cases the location is not yet deter- 
mied upon, or was not learned. Of 125 cities answering, 105 
report that temporary exhibits of local school work are held each 
year; and in several cases, notably Syracuse, Kansas City and 
Grand Rapids, by virtue of its general character and central loca- 
tion, this annual exhibit approaches in significance to permanent 
museum work. 

Of 126 cities replying, eighty-eight (69.8%) report the local 
public library as making an effort to provide an educational 
library, or at least educational books, for teachers; in seventy- 



205] Mnscunis of Education 11 

nine cities (63.2%) there is some soft of an educational library 
at the office of the superintendent of schools or in connection 
with the public schools ; putting both items together, of the cities 
reporting, all but fourteen (89%) report at least the nucleus of 
an educational library either as part of the public library or in 
connection with the schools. Data about the latter only was 
secured : of seventy-four, eleven contain less than 100 volumes ; 
twenty-eight have from 100 to 500 volumes ; fifteen from 500 to 
1000 volumes; only 20 (or 26%) have over 1000 volumes. The 
largest is the notable Philadelphia Pedagogical Library, of 8300 
volumes, 

IV. Educational Museums of Universities 

The departments of education in several American universi- 
ties have considered collections representing education as neces- 
sary, along with educational libraries, in furnishing illustrations 
of fact and theory for courses of instruction and objective source 
material for graduate research study. Six universities may be 
mentioned particularly: California, Clark, Harvard, Illinois, 
Indiana and Teachers College, Columbia University. 

1. The University of California (Berkeley) has a collection 
based on the state educational exhibit at the St. Louis Exposition 
which includes samples of pupils' work, teaching equipment, and 
illustrations of school architecture. 

2. The Clark University collection (Worcester, Mass.) in- 
cludes samples of teaching equipment and exhibits of school 
hygiene and school architecture, secured to illustrate courses of 
instruction. More recent additions have been: "(a) things 
made by children spontaneously in wood, paper, iron, tin and 
what not; (h) children's drawings; and (c) far more important, 
illustrative material in the form of diagrams and charts, of which 
our collection is pretty large." Of these (a) and (&) are records 
of educational investigations. It should be added that the col- 
lections are not organized as an exhibit.^ 

3. Harvard University (Cambridge, Mass.), while not main- 
taining a museum, possesses "exhibits prepared by Massachusetts 
towns for expositions," and in addition "a considerable collection 

' Clark University, Third Report of the President, April, 1893, pp. 136- 
140. Letter from G. Stanley Hall, President, April 13, 1907. 



12 Teachers College Record [206 

of pupils' work from individual schools which supplies illustrative 
material for the use of our students. This material is renewed 
from time to time ; as fast as it becomes historical it is our inten- 
tion to remove it to the historical section such as it is."^ 

4. The University of Illinois (Champaign) , about 1900, began 
plans for a "pedagogical museum and library," and by 1906 the 
museum included : ( i ) apparatus and requisites for the teaching 
of drawing, nature study, object lessons, manual training and 
physics; (2) samples of pupils' work in manual training, draw- 
ing, writing, language work, arithmetic and geography; (3) plans 
and photographs of school buildings; (4) blanks and administra- 
tive forms from 100 city school systems; (5) other miscellan- 
eous exhibits. The following statement regarding the purpose 
of such a museum is significant : "One great need of the prospec- 
tive teacher is to become familiar with the furniture of his pro- 
fession. In his preparation he has used apparatus more elaborate 
and expensive than he can hope to secure for his school use, and 
he is unfamiliar with any other. In the case of text-books and 
general supplies, he is ignorant of much that is good. By such 
a collection these defects in preparation could be remedied."^ 

5. Indiana University (Bloomington), in 1895-6, started a 
"pedagogical museum" which was designed "to include text- 
books, children's literature, all kinds of teaching apparatus, 
samples of school work, records of pedagogical investigations, 
charts exhibiting facts in the history of education and compara- 
tive pedagogy, school furniture, building plans and building 
materials and instruments for anthropometric and school hygienic 
tests. It was to be international. We have made beginnings in 
all these lines but our collection is not extensive. The project 
has been at a standstill as far as the collection is concerned for 
three years." The director of the department of education writes 
further : "As far as courses of instruction are concerned, the use 
of this material is something like that of a reference book, 
occasionally very valuable. It is not so important as the library 
or the practice or model school, which might be regarded as the 

^Letter from Professor Hanus, Harvard University, April 17, 1907. 

"Letters from Edv^^in G. Dexter, Head of Department of Education, 
University of Illinois, 1906 and 1907. Circular letter dated "Urbana, 
Illinois, March 5, 1902." Register, University of Illinois, 1905-6. 



207] Museums of Education 13 

best part of the museum ; but it is a valuable supplement. It sup- 
plies a real need and should be established by both university 
departments and normal schools as soon as the library and 
practice school are practically efficient."^ 

In all these universities there are, besides educational libraries, 
collections of printed educational material, as courses of study, 
catalogues, and text-books, which may be regarded as proper 
museum material, whether located in a museum or library. Still 
other universities, among them Cornell University, University of 
Alabama, University of Iowa, University of Utah, and University 
of Idaho, have made some beginnings toward museums of edu- 
cation. There remains the description at length of the museum 
at Teachers College, Columbia University, and following this a 
brief section on miscellaneous educational museums of the United 
States. 

6. Teachers College, Columbia University 

The Educational Museum of Teachers College dates from the 
^'Children's Industrial Exhibition" which was held in 1886 by 
the "Industrial Education Association," an organization for pro- 
moting manual and industrial education, the forerunner of the 
New York College for Training Teachers (1888), which in 1891 
became Teachers College. The Children's Industrial Exhibition 
of 1886 had two purposes : to call attention to the whole subject 
of manual training, and to ascertain the kind of manual instruction 
already being given. Exhibits were assembled from seventy 
different cities and institutions, including ten large city systems. 
There were seven thousand visitors ; excursions of superinten- 
dents and teachers came from nearby cities; several foreign 
educators studied it ; and the metropolitan press showed keen in- 
terest — illustrated articles were printed, and there was extensive 
editorial comment commending the exhibition and inquiring why 
manual work had not yet been introduced into the New York 
schools. The New York Sun said editorially a few days later : 
"The society (Industrial Education Association) did more for 
the accomplishment of its purpose by its recent exhibition of the 
practical fruits of manual training than it can hope to do by any 

* Letter from Indiana University, Department of Education, February, 
1906, and letter from Professor John A. Bergstrom, April 12, 1907. 
Indiana University Bulletin, May, 1004, p. 134. 



14 Teachers College Record [208 

amount of talking." The exhibition committee notes other 
specific results : "The association has been asked to train teachers 
of manual training ... a wholesome reflex influence is reported 
in the cities which sent exhibits" ; and "a permanent museum of 
articles illustrating the range and methods of industrial education 
is also projected." The exhibition cost $2,488.53, which was met 
partly by admission fees and partly by subscriptions.^ 

From the Children's Industrial Exhibition until the present 
time, the museum idea has not lapsed at Teachers College. Its 
history divides naturally into two parts: before 1899, the year 
when the first curator was appointed, and since 1899. 

I. The Museum, 1886-1899. During this first period we 
will treat of the museum under four topics : A. The first museum 
room and its contents; B. Portable exhibits; C. Annual exhibi- 
tions ; D. Special exhibitions. 

A. — The First Museum Room : The Industrial Education 
Association in occupying its first building, 9 University Place, 
New York, in the fall of 1886, set aside a large room on the 
second floor for the projected museum. Here certain exhibits 
from the Children's Exhibition were placed, including twelve 
separate exhibits of drawing, together with specimens of carpen- 
try, joinery, lathe and forge work, representing the work of four 
city systems, and five additional institutions. Other exhibits were 
secured from time to time. From 1888 to 1891 the annual cir- 
cular of the college describes the museum as containing "educa- 
tional materials from manual training and normal schools," and, 
together with the growing library, as being at the disposal of 
college students. The value of the museum to the educational 
public must have been considerable. The college at that time 
was constantly visited by teachers and school superintendents, 
and by foreign educators, all interested in the "new education." 
The young institution, with its needs outstripping its resources, 

* "Second Annual Report of Industrial Education Association," for 
1886, New York, p. 19. "Catalogue, Children's Industrial Exhibition, 
under the auspices of Industrial Education Association, March 31st — 
April 6th, 1886, Cosmopolitan Hall, Broadway and 41st St., New York 
City." [It is noteworthy that of 54 exhibits from near New York, only 
two were of public schools ; of the remaining 52, 32 were charitable insti- 
tutions. For meritorious work exhibited, there were awarded nine first- 
class medals, 25 second class, 49 third class, and 86 fourth class.] 



209] Museums of Education 15 

could not long assign one of its best rooms to museum purposes ; 
the "museum room" was almost at once demanded for manual 
training instruction, and was later divided into three class rooms. 
Still the "museum" persisted. Exhibits were placed about the 
walls of various class rooms and corridors, and in a limited num- 
ber of display cases. Its systematic development was hampered 
by the lack of a curator, and, indeed, by any central responsi- 
bility. On the other hand, decentralized efforts resulted in many 
museums, rather than one museum : each of several departments 
of Teachers College — manual training, art, domestic science, 
domestic art, and natural science — gradually collected objective 
materials to illustrate college courses, samples of pupils' work 
from schools, types of equipment for teaching, etc. These depart- 
mental collections, if gathered together in one place, would, at any 
time, have made an impressive "museum of education." From 
1886 to 1899, ^"*^ indeed to the present, they represent in good 
part the museum idea at Teachers College. However, the plan 
of a central museum room had not been given up. In 1893 
exhibits were obtained at the Chicago Exposition as "the nucleus 
for a museum ;"^ and it was planned to have a special museum 
room when the new college buildings on Morningside Heights 
should be occupied, in 1894. Unexpected growth in other depart- 
ments, however, postponed the provision of a special room until 
1901. In summary of the museum itself down to 1899, we may 
note that a special museum room with growing collections, largely 
of manual training, was opened in 1886 ; that while a distinctive 
room was not long maintained, the collections were kept up ; 
further, that each of several departments developed specialized 
collections ; and, finally, that the plan of a centralized museum 
of education in the college was simply in abeyance. We will 
now turn to other features of museum work in this period. 

B. — Portable Exhibits : Small exhibits illustrating types of 
manual and other school work were frequently taken from place 
to place by professors of the college when called upon to address 
Boards of Education and public meetings. At one time a small 
but representative exhibit was arranged in a specially con- 
structed trunk, for ease in carrying. Another form of portable 
exhibit is illustrated by a display of art work from the Teachers 

^Japanese and French school exhibits in particular were obtained. 



i6 Teachers College Record [210 

College shown at the convention of the New York State Teachers 
Association at Saratoga, in 1891, and afterward on request 
exhibited at Toronto, at Chicago before the Board of Education, 
and in a large number of other cities.^ It is to be regarded as a 
type of many exhibits displayed by Teachers College in its early 
years at teachers' associations and on other public occasions. 
Such portable exhibits might be called museum extension work.- 

C. — Annual Exhibitions : An annual exhibition of Teachers 
College and its schools, dating almost from the first year and con- 
tinuing to the present, is held for one or more days at the end of 
the school year in May or June.^ During these days all depart- 
ments and schoolrooms are open to public view ; displays of 
pupils' work are arranged ; demonstrations of actual teaching are 
sometimes given ; and teachers and professors are on hand to 
explain the exhibits, the courses of study, and other matters to 
the visitors, who usually number several thousand. For the 
exhibition days the whole college might be termed an "educational 
museum."* 

D. — Special Exhibitions : Under this head are included edu- 
cational exhibitions arranged for a brief time and representing a 
limited topic. The first special exhibition was the Children's 
Industrial Exhibition of 1886, already described. It brought 
together for comparison exhibits of manual work from different 

^ New York College for the Training of Teachers, Report 1891, p. 6. 
The particular exhibit represented the relation of manual training and art 
instruction. 

^The writer is indebted to John F. Woodhull, Professor of Physical 
Science at Teachers College since 1888, for information on this and many- 
other points regarding the early history of the museum. With the portable 
exhibits might be mentioned the exhibits sent to expositions : that at 
Chicago, 1893; Paris, 1900; Buffalo, Pan-American Exposition, 1901 ; 
St. Louis, 1904; and Jamestown, 1907. To Chicago, Teachers College also 
sent a collection of "home-made physical apparatus," included in the New 
York State exhibit; after the exposition this exhibit and certain others 
of Teachers College were placed with other exhibits in the capitol at 
Albany, New York, as the beginning of the educational exhibit of the 
New York State Department of Education. 

' The first documentary reference is to the exhibition of June 10, 1891, 
in the President's report for that year. The writer is informed that the 
annual exhibition goes back earlier. 

* These annual exhibitions are a feature of many American schools, 
as noted elsewhere. 



21 1 ] Museums of Education 17 

cities and schools, and it exerted a wide influence for the intro- 
duction of manual training into other schools. Nine years later 
another comparative exhibition was arranged, to accompany a 
conference on manual training. May 18, 1895. Nine schools 
besides those of Teachers College contributed exhibits which 
represented school work from kindergarten through high school. 
An illustrated report of the conference and exhibition was 
printed.^ 

In 1897 an "Exhibition of Sewing" was held in New York, 
which brought together exhibits from twelve foreign countries 
and a large number of American schools. Teachers College was 
a member of the association which organized the exhibition ; it 
made an exhibit of its work in common with a large number of 
other schools ; it loaned certain foreign exhibits ; and at the close 
of the exhibition it received many foreign exhibits as permanent 
accessions to its collections.^ Since 1901 the museum of Teach- 
ers College has held many special exhibitions which are described 
in a later section. 

II. The Museum Since 1899. In 1898 Teachers College 
entered into an educational alliance with Columbia University 
and its development since as an advanced professional school of 
education has been noteworthy, not least so with regard to the 
museum and the library. The report of the Dean of Teachers 
College for 1899 made specific recommendations regarding 
systematic museum work. In October, 1899, the first curator 
of the museum was appointed ; desk room alone at first could be 
provided, but in 1901 the museum was assigned its present exhi- 
bition room and office. Since 1899, and especially since 1901, 
the museum has been actively developed. With regard to this 
period we shall treat the following topics: A. — The collections, 
as regards (i) their nature, (2) their growth, and (3) methods 
of cataloguing; B. — The functions of the museum, (i) loans, 
(2) special exhibits, (3) bureau of information, and (4) publi- 
cations; C. — Management of the museum, as regards (i) staflF, 

' Teachers College Bulletin, No. 6, March, 1896, pp. 1-39. 

" Exhibition of Sewing under the Auspices of the New York Associa- 
tion of Sewing Schools at the American Art Galleries, New York, 
March 24-27, 1897, New York, 1897, 68 pp. Also, Annual Report of New 
York Association of Sewing Schools, 1897. New York, 1897. The 
foreign exhibits were afterwards shown in other cities. 



i8 Teachers College Record [212 

(2) finances, and (3) rooms. There will follow a brief section 
on the future of the museum, and a general summary; with an 
appended paragraph on the educational librar}^ of Teachers Col- 
lege. 

A. — Collections of the Museum: i. — Their Nature: The 
museum's contents reflect its peculiar situation. Teachers Col- 
lege possesses a complete system of schools : two kindergartens, 
two elementary schools, and a high school ; and is itself an 
undergraduate and graduate professional school. Under such 
circumstances a museum might have been developed either as a 
school museum for these schools, or as a museum of education 
for the college.^ So far the museum has attempted to be both. 
It would be possible in a way to distinguish among the contents 
of the museum, those of general illustrative significance which 
belong to a library of objective illustration for the use of teachers 
from kindergarten up, i.e. a "school museum" ; and those of 
professionally educational interest which form a museum of 
education. But, were such a division made, the same object would 
often have to be classed, now in the school museum, now with the 
museum of education ; e.g., certain geography charts of the 
museum purchased for instruction in the schools of the college 
are equally available for the professional instruction in methods 
of teaching in the college, and vice versa. We shall, therefore, 
disregard this distinction and consider the collections under three 
heads : photographs, lantern slides, and the remaining collections 
which are termed "objective collections." The collection of 

' These two lines of museum work were recognized in the original 
recommendation of Dean Russell in 1899 (Report of Dean of Teachers 
College for 1899, New York, 1899, p. 16) : "It has long been felt that 
some systematic way of collecting illustrative materials for supplementing 
the work of the various departments of the college and the Horace Mann 
school was a necessity. . . The problem of selecting the right illustrative 
materials for class use and of making such materials useful has never 
been satisfactorily solved." This quotation refers to the school museum 
features of the work. 

"An educational museum in connection with Teachers College can also 
render special service in the training of teachers. . . I refer particularly 
to the exhibition of materials instructive in the history of education, in 
the organization and administration of foreign school systems and in the 
theory and practice of teaching in other countries." This quotation refers 
to the work of the museum as a museum of education. 



213] Museums of Education 19 

photographs includes, in addition to photographs, illustrations cut 
from magazines, and more expensive carbons, platinums, color 
prints, etc. ; the number on June 30, 1907, was 7596. Of lantern 
slides there were on the same date, 6195. The objective collec- 
tions cannot be stated numerically with completeness. 

The following tabulation gives a view of the most significant 
collections classified into groups ; the list includes material dis- 
tributed in the various departments of the college as well as the 
collections centralized in the museum : 

1. Curriculum and methods of elementary and secondary education: 
Illustrated by typical exhibits of children's work in the Horace Mann 
schools of Teachers College, which are displayed in the corridor, fifth 
floor, of school building, which provides 130 square m. of wall space. 
This exhibit represents current work. Similar exhibit of manual work 
(school and college) in Department of Manual Training, Teachers 
College. Lantern slides and photographs representing pupils at work 
(in museum). Collection of text-books: 3000 in library, and 1500 new 
text-books in museum. Courses of study and catalogues of elementary, 
secondary and normal schools in library. 

2. Educational administration : Administrative and report blanks from 
50 American cities. Reports of American school systems and foreign 
schools in department and in library. 

3. School buildings and equipment : Photographs and slides of school 
architecture. Set of blue print plans of heating and ventilating system. 
Blackboards and accessories, 16 items. School desks and chairs, 11 sam- 
ples. Paper-cutter. Catalogues of school supplies : 200 American, and 
200 German, English and French. Samples of school stationery. 

4. History of education : Lantern slides, prints. Original daguerreo- 
type of Horace Mann; school desk from Horace Mann's normal school, 
West Newton, Mass. In library: old school text-books and original 
editions of educational classics. 

5. Foreign school systems: Chinese teacher's equipment, 18 items. 
German schools : pupils' work, 27 exhibits, 304 items ; in addition many 
maps, charts, etc., listed elsewhere. Japanese schools : 60 exhibits, pupils' 
work in public schools ; technical and art education, 50 exhibits, 243 items ; 
many additional technical exhibits (see Manual Training below) ; three 
albums of photos. University of Tokyo and typical schools; thirty framed 
photographs of schools. English: pictures of school buildings, sewing 
work. Russian : sewing work. Sweden : Sloyd exhibit from Naas. 
French : photographs of elementary schools ; manual work ; sewing. In 
library, archive of reports and catalogues of foreign schools and foreign 
school systems. 

6. Art: Albums of Cosmos pictures (10); Perry (11). Phoenician 
glass from Palestine, 50 items. Chinese wood carvings, 98 items. 
Medallic representations of sculpture, in plaster, 12 cases. 416 items. 



20 Teachers College Record [214 

Japanese art and architecture, 17 albums. Photographs and slides of 
painting, sculpture and architecture (in museum) ; framed pictures in 
corridors of buildings. Model of Taj Mahal in alabaster. Ten architec- 
ture models, details of Alhambra, etc. Fine art textiles, 300 items, in 
Fine Arts Department. Department has also large teaching collection of 
plaster casts, still-life models, etc. 

7. Biology and Nature Study : In the museum : photographs and 
slides; mounted birds, 15; charts, 6; herbarium press. In the Department 
of Biology, the following: microscopic slides; bird skins, 70; charts, 21 on 
physiology, 50 on zoology, and 180 on botany; physiological models, 4; 
preparations, botanical (ca. 100) and zoological (ca. no) ; skeletons of 
animals, 17; apparatus for laboratory, including about 100 large and small 
microscopes, lantern slides on bacteria and physiology. 

8. Domestic art: In departmental museum: primitive devices for 
carding, spinning and weaving, preparation of cloth, progressive steps 
shown in Navajo weaving. Representative textiles, in various materials, 
and from different countries. Domestic handwork, primitive and modern, 
of various kinds : rugs, lace, embroidery, tapestry, basketry, applique, etc. 
Special collections of national costume (illustrated by dolls), headwear, 
footwear. Exhibits of pupils' work from trade schools of Italy, Switzer- 
land, France, Belgium, England, and America. 

9. Domestic Science : In museum : beef charts, 3 ; photographs and 
lantern slides. Domestic Science Department has a collection illustrating 
cooking utensils and their manufacture; food — sources, kinds, relative 
value; fuels, etc. Also, teaching collection of charts, floor plans, photo- 
graphs and slides of cooking laboratories. 

10. Geography : Museum has large collection of slides, illustrating 
travel and geography; 54 maps; 3 relief maps; 47 charts; 13 globes. 
Samples of pupils' outline and relief maps. Stereoscopes (2) and stereo- 
graphs. Japanese life, 14 items. Syrian life, 67 items. Philippine life, 
photographs and lantern slides. Railroad maps, pamphlets, etc., ca. 50a 
items. The Department of Geo'^raphy also includes meteorological instru- 
ments, wall maps (ca. 75), reliefs and models (15), charts, small maps, 
collection of geological specimens, and 1000 slides illustrating physiography. 

11. History: Anthropological exhibit, loaned by American Museum 
of Natural History, New York. Casts of prehistoric implements, gift of 
U. S. National Museum, 71 items. Charts, Greek, Roman, and Medie- 
val history, about 100. Models of knights in armor, 2. Relief map 
of Battle of Gettysburg. Hensell's models, Greek and Roman life, 25. 
Maps of Ancient, European and American history, 50. Charts illustratmg^ 
presidential elections. Photographs and slides. 

12. Kindergarten education: Japanese kindergarten (1893). 2 charts. 
New York public schools, 32 charts. New York Kindergarten Association^ 
2 items. Pratt Institute, Brooklyn, 2 items. Huntington Kitchen Garden 
materials, 24 items. Milton Bradley Co., 88 items. E. Steiger & Co., 
49 items. Japanese toys, 31. American educational card games (some 
advanced), 19. 



215] Museums of Education 21 

13. Language and literature : German phonic charts for language 
instruction, 41. Map of scenes in Schiller's Wilhelm Tell. Hensell's 
models for Greek and Latin instruction, 25. Portraits of authors. 

14. Mathematics : Museum has samples of Japanese and German 
pupils' work; a few mathematical models; and 150 lantern slides of history 
of mathematics, mathematical games. The Department of Mathematics 
has a remarkable mathematical museum in rooms 211, 212, Teachers Col- 
lege. Its collections include American and foreign models, apparatus and 
materials for mathematical instruction in kindergarten, elementary and 
high schools. In addition the private collections of Professor David 
Eugene Smith are displayed in room 212, and are at the disposal of 
students. These include 1600 portraits, 2000 autographs, and 150 medals 
of mathematicians ; exhibits showing the development of mechanical 
mathematics from earliest forms to modern reckoning machines ; mathe- 
matical manuscripts of the last 200 years ; 500 mathematical books of 
earlier date than i8co; and a mathematical library of 7000 volumes and 
5000 pamphlets. These private collections, together with the collection 
of apparatus, lantern slides, etc., form a unique museum of the history and 
teaching of mathematics. 

15. Manual Training and Industrial Arts : In museum : wood carv- 
ings, Chinese, Japanese, German, Egyptian. Japanese work in lacquer, 
beaten and cast metal. Printing, 25 items. Commercial products {e.g. 
cocoa manufacture), 5. Pottery (some, fine art; some, archeological), 
14 specimens ; others in departmental collections, including exhibit of 
processes in Pueblo pottery. Photographs and slides of industries, applied 
art, and school work. In Manual Training Department : samples of 
woods, natural color and finished (also photographs and slides) ; samples 
of gums, resins, etc., 22. Models for form and mechanical drawing. 
Samples of work in various handicrafts, pottery, basketry, weaving, metal 
work, wood carving. School work : Sloyd from Naas, Sweden, 6 sets of 
models. Technical school and art school, Tokyo, Japan, 7 sets of samples 
of work in wood (ca., 200 items) ; i, in metal. London public school, 2 sets 
of work in wood. Boston public schools, 2 sets, work in wood. French 
elementary schools, 3 sets, work in wood ; i set, iron. Photographs (200) 
of manual §chool work, largely Teachers College and its schools. Exhibit 
of current work in College and its schools. 

16. Natural Science : Department of Physics and Chemistry, in addi- 
tion to its regular laboratory equipment and apparatus has collection of 
mechanical toy* and home-made apparatus. Lantern slides. 

17. Physical education and anatomy: 27 charts. 

18. Religious education : Maps of Palestine, Paul's journeys, etc., 12. 
Relief maps, 2. Syrian life, 67 items. Models of common things, well, 
sheepfold, etc., 12. Plaster model of temple. Stereograms, 6 sets, 36 in 
set. Photographs of Palestine, 2>7- Photographs of mission stations, 140. 
Lantern slides of Palestine and Life of Christ. 

ig. Framed pictures and sculptural casts, over 1000 in number, in 
Teachers College and its schools; catalogued and administered by museum. 



22 Teachers College Record [216 

2. Growth of these Collections : When a room was assigned 
the museum in 1901, there were placed in it various collections of 
photographs, lantern slides, and objects already owned by Teach- 
ers College. These collections have been increased each year by 
purchase and by gifts. The latter have come from individuals, 
business houses, and schools, and often at the close of exhibi- 
tions. A noteworthy gift is the collection of new school text- 
books, which is being continually added to by publishers. The 
nature of the purchases has been determined by demands — the 
museum has secured those materials for which there was urgent 
need. This has not permitted systematic development; on the 
other hand, the present condition of collections is some index of 
past needs. The accessions have been as follows : 

1903-4 1904-5 190S-6 1906-7 

Photographs 240 372 313 

Prints from magazines 525 1193 350 561 

Lantern slides 410 228 279 334 

Objective collections 300 125 

The record of objective accessions is not complete; depart- 
mental accessions of objects are not included and only important 
ones in the museum. 

3. — Cataloguing: The lantern slides and photographs are cat- 
alogued according to the "Dewey numerical classification," which 
assigns a definite decimal subdivision to each topic ; e.g., 914. 
represents "geography and travel," and its decimal subdivisions, 
914. 1, 914.2, etc., represent subtopics, as geography of Africa, of 
Asia, etc. The Dewey group number is written on each slide or 
photograph, and in addition a "Cutter" alphabetic number ; the 
first brings to any one group all items representing that topic, the 
second arranges in an alphabetical order the items within each 
group. The slides and photographs are kept in groups arranged 
according to the sequence of numbers, the slides in small boxes 
on shelves, the photographs in filing drawers. In each case guide 
cards with an index number and name on the tab divide the 
groups. There is thus a "direct reference" to any photograph 
or slide by its topical location, without the use of a card catalog ; 
"cross references" will be supplied in time by a card catalogue. 
The objective collections are numbered consecutively as obtained, 
and a record of each item is entered in an accession book opposite 



217] Museums of Education 23 

its number;^ this number is written on the object. No classifica- 
tion numbers have yet been used with the objective collection; 
no satisfactory classification exists, so far as the writer knows, 
but the Dewey system could be modified to serve the purpose. 
With increase of collections, classification numbers will probably 
be added. There is a card catalogue for the objective collections, 
arranged topically; on the cards, a cipher reference — e.g., "A," 
"B 21," etc. — tells the storage cupboard or drawer in which the 
particular object is located. The other museum card catalogues 
are : one of 500 cards giving reference to the collection of rail- 
road pamphlets, maps, etc. ; one of 2000 cards, to the framed 
pictures on the walls of Teachers College and its schools ; and 
the catalogue of the text-book collections. 

B. — Functions of the Museum: There will be presented suc- 
cessively data on (i) the use of collections, (2) special exhibi- 
tions, (3) bureau of information, and (4) publications. 

1. Use of Collections: During 1904-5, 6851 visitors were 
recorded as coming to the museum ; the actual number consider- 
ably exceeded this. Data for other years is not available. The 
majority came to inspect temporary exhibitions ; and there were 
included many parties of school children "who came with their 
teachers. The museum is open daily from 9:00 to 12:30 and 
I :30 to 5 :oo o'clock, except Sundays. Saturdays it is open till 
12 :30 o'clock. 

The number of separate objects loaned is indicated by the 
following table: 

1901-2 1902-3 1903-4 1904-5 1905-6 1906-7 

Photographs 522 749 1052 2615 3696 3778 

Lantern slides 632 2878 4323 6233 4209 4993 

Miscellaneous 103 479 233 571 434 662 

Total by years 1257 4106 5608 9419 8339' 9433 

2. Special Exhibitions : The museum has maintained special 
temporary exhibitions since 1900, of which a nearly complete 
record follows (complete from 1903-4 on), grouped by years. 

^ The ruled columns in the accession book bear these headings : Acces- 
sion Number, Date, Nature of Accession, Location, Number of Speci- 
mens, How acquired, Cost, Condition, Remarks. 

" The falling-off is in the use of lantern slides, which had been reduced 
by a loan collection of 1305 slides returned to its owner. 



24 Teachers College Record [218 

Nature of Temporary Exhibit Remarks Attend- 

1900- 1 ance 

Nov. 19-24 300 pictures for school decoration Catalogue printed .... 
Dec. 1-5 Pictures for school decoration Catalogue printed .... 
1901-2 
Feb. 18- 

Mar. I 250 photos, N. Y. City schools 

Mar. 5-19 Rembrandt etching (71) Loaned by Felix M. 

Warburg • • • • 

Mar. 13 Demonstration, weaving Navajo 

blanket Arranged by Museum 

of Nat. Hist. 

May Pictures for school decoration and 

instruction, arranged by mu- 
seum, but shown in Baltimore .... 

1902-3 
Feb. 24- 
Mar. 9 Japanese color prints, 470 Loaned by Sogo Mat- 

sumoto .... 

Mar. 5 Demonstration, Indian weaving 

and silver beating .... 

Mary L. Stone, Home Economics 
Exhibit A traveling exhibit .... 

1903-4 

Nov. 9-14 Casts of prehistoric implements Gift, U. S. Museum 

Nov. 23- 

Dec. 5 Mathematical appliances and 

texts. History of mathematics Occasion of meeting 

of Math. Ass'ns 

Dec. 8-19 Japanese color prints, 400 Loan, Sogo Matsu- 

moto 1200 

Feb. 9-16 Illustrative material for teaching (From museum col- 
lections) .... 
Feb. 19- 

Mar. 19 Japanese geography and life Three lectures accom- 

panying 3000 

May 4-14 Kindergarten education Lecture .... 

May 24-26 Domestic Science education .... 

I 904-5 
Oct. 24- 

Nov. 26 Religious education Two conferences 2000 

January National costumes, illustrated by 

dolls Dom. Art Dept. 

February Text books, French and German .... 

March Japanese craft work, toys, prints, 

and art work .... 



219] Museums of Education 25 

1904-5 

May 12- 

June 14 Art book bindings Lecture accompanying 

May 15- English, German and Japanese 

June 10 educational exhibits From St. Louis Ex- 

position .... 

June 10- 

Oct. 15 Pupils' work, Horace Mann and 
Speyer schools of Teachers 

College .... 

1905-6 

Nov. 1-18 Wall pictures for school instruc- 
tion Wachsmuth of Leipsic 674 

Jan. 15- 

Feb. 13 Teaching of design in N. Y. City 

schools 829 

Feb. 12- 

Mar. 6 School architecture .... 

Feb. 26- 

Mar. 26 Glaciers : photos, maps, specimens For teaching purposes 

Mar. 6-20 Book binding Loaned by Newark, 

N. J., Library 678 

Mar. 26- 

Apr. 12 Geography teaching: text-books, 

readers, maps, apparatus 778 

Apr. 23- 

May 10 Prevention of tuberculosis Loan by Charity Or- 

ganization Society 5716 

May 14- 

June 13 Children's literature Bibliography pub- 

lished 1907 1301 

June I- 

Oct. 15 Pupils' work, Horace Mann schools 
of Teachers College 
1906-7 
November Philippine Islands 
Jan. 8- 

Feb. 21 Education in Europe (books, re- 
ports, text-books, charts) 
Mar. 1-30 Text-books on history For meeting of His- 
tory Ass'n. 

Apr. 4-27 Book Plate exhibit Loans 

Apr. 30- 

Mayii Kindergarten education (from 

museum collection) For meeting of Kin- 

dergarten Ass'n. 



26 Teachers College Record [220 

1906-7 
May 13-23 Japanese prints Loaned by Arthur W. 

Dow .... 
May 24-25 Rare books on history of educa- 
tion; old text-books Loaned by Paul Mon- 
roe .... 
June 17- Pupils' work, Horace Mann schools 
Oct. I of Teachers College 

Of the forty temporary exhibitions listed, twenty-four were 
strictly germane to the purposes of a museum of education, and 
among these the following topics were included : School decora- 
tion, 3 exhibitions ; pupils' work in schools of Teachers College, 
3 ; school architecture, 2 ; foreign schools, 2 ; kindergarten, 2 ; 
illustrative material for teaching, 2 ; and one exhibition each of 
the following subjects — the teaching of geography, mathematics, 
history, domestic science, home economics, design, and the 
French and German languages ; and old educational books, reli- 
gious education, and children's literature. Of the sixteen other 
special exhibitions, five were on art, five on geography and travel, 
three on anthropology, one of book plates, an exhibit on tuber- 
cular hygiene, and a teaching exhibit on glaciers. The materials 
for exhibits were often secured as loans from firms and indivi- 
duals, and in many such cases the exhibits became permanent 
accessions through the generosity of exhibitors ; in several in- 
stances collections of the museum ordinarily in storage were 
placed on public display. The exhibits lasted from one day to 
four months ; but two weeks may be taken as an average duration. 
The attendance is given for only nine exhibitions ; it varies from 
600 to 5700. From 600 to 1000 is probably a fair statement of 
an average attendance. A Japanese exhibition during the Rus- 
sian-Japanese war attracted 3000 visitors ; the tuberculosis exhi- 
bition was visited by 4678 school children with teachers, 713 
adults, and 315 auditors at lectures, a total of 5716. It is the 
experience of the museum that such temporary displays, even 
of collections which are the permanent property of the museum, 
attract more visitors both from within the institution and from 
outside, than do unchanged exhibits on display continuously. 

3. Bureau of Information : The museum does considerable 
service as a bureau of information both to faculty and students, 
and to outsiders who make inquiries in person or by letter. The 



22 1 ] Museums of Education 2y 

former is a matter of daily occurrence, while probably upward 
of lOO outside inquiries are received annually. The following are 
typical outside requests answered : photographs and plans of exhi- 
bition cases for a school museum ; improved forms for record 
keeping in the office of a superintendent of schools ; manufac- 
turers of lantern slides ; school desks ; many inquiries regarding 
materials for religious instruction, following the exhibition in 
that field ; blackboards ; ''what can an art museum do in coopera- 
tion with the public schools," etc. Most inquiries are regarding 
objective equipment, the particular field of the museum. Outside 
requests for loan exhibits, as for example, of kindergarten work, 
and school architecture, are significant. The museum might 
with advantage prepare and loan small exhibits illustrative of 
various educational ideas. A collection of about 200 catalogues 
of American firms and publishers, and as many more German, 
French, and English catalogues, is at hand for reference.^ 

4. Publications: The museum's publications include (i) 
leaflet programs or guides to certain of its temporary exhibitions ; 

(2) an article on "Possible Values of a School Museum," giving 
a statement of the work of the Educational Museum with regard 
to the Horace Mann and Speyer schools of Teachers College :" 

(3) this present monograph; and (4) certain photographs, 
charts and lantern slides: (a) six photographs illustrating cuts of 
meat, and (b) three charts illustrating quarter of beef, etc., both 
issued and sold by the museum for the Domestic Science Depart- 
ment of Teachers College; (c) charts of the Roman Forum and 
Athenian Acropolis, prepared for the Horace Mann schools, and 
prints of which are for sale; (d) lantern slides illustrating the 
history of education, and the history of mathematics, and other 
sets of slides which will be developed. The museum has designed 
several improved exhibition cases which have been copied in 
several other museums. Outside calls upon the museum indicate 
that it might profitably devise and issue commercially additional 

' What this service might become was well expressed by Dean Russell 
of Teachers College : "Such a museum might easily become a national, 
almost an international, clearing house of concrete educational ideas." 
Columbia University in the City of New York, Teachers College, Dean's 
Report for 1900. p. 27. 

° Benjamin R. Andrews, Teachers College Record, May, 1904, pp. 
64-74. 



28 Teachers College Record [222 

forms of illustrative material not now obtainable through the 
trade. 

C. — Management of the Museum: As regards (i) staff, (2) 
finances, (3) room and equipment. 

1. Staff: A curator was appointed in October, 1899, and 
the office has been filled continuously since, though from 1904 to 
1906 the incumbent was officially termed "Assistant in Museum." 
From June 1903 to 1906 there was a "Supervisor of the Museum," 
who, while at the same time a graduate student of the university, 
was charged with the general oversight of the museum, concep- 
tion of plans and responsibility for their execution. Since 1907 
the museum has been under the care of the Adjunct Professor of 
Educational Administration as "Director," with a person actively 
in charge as "Secretary." 

2. Finances: The museum is. supported by Teachers College, 
of which it is an integral part. The museum has no income from 
special endowment, though a recent report of the Dean urged 
the need of a $50,000 endowment. The funds available for the 
museum are determined annually, and include two items : salaries, 
and expenses, the latter for increase of collections and running 
expenses. Bills ar€ paid monthly against this later appropriation, 
after approval by the head of the museum and by the Dean of the 
college. In addition to the appropriation, the museum is pro- 
vided light, postage, stationery, insurance, and janitorial service. 
The appropriations since 1899 have been as follows : 



Year end- 


Salaries 


Per cent. 


Expendi- 


Per cent. 


Total 


ing July I 




of 
total 


tures 


of 
total 




1900 


$ 600 


SO 


$ 600 


50 


$1,200 


1901 


1,000 


62.5 


600 


37-5 


1,600 


1902 


1,300 


65 


700 


35 


2,000 


1903 


1,560 


68.8 


700 


31.2 


2,260 


1904 


1,900 


65.6 


1,000 


34-4 


2.900 


1905 


1,200 


80 


300 


20 


1,500 


1906 


1,200 


80 


300 


20 


1,500 


1907 


1,700 


85 


300 


15 


2,000 


1908 


1,700 


85 


300 


15 


2,000 



Totals $12,160 71.6 $4,800 28.4 $16,960 

Of a total expenditure of $16,960 in nine years, $12,160 or 

71.6% have gone for salaries and only $4800 or 28.4% for increase 



223] Museums of Education 29 

of collections and other expenses. The low percentage of ex- 
penses other than salaries from 1905 on is partly explained in that 
the museum was engaged in organizing its collections, rather 
than in securing new ones. Nevertheless purchases of museum 
materials have had to be kept upon a more modest basis than the 
best interests of the museum dictated. The receipt of generous 
gifts, e. g., of text-books, has also tended to reduce the amount 
spent for collections. 

3. Rooms: Since 1901 the museum has occupied Room 215, 
on the second floor of Teachers College, 18.7 x 12.5 meters in 
size. Its furnishings include seven exhibition cases, with 25.4 
square meters of surface under glass. Wall space has been pro- 
vided by movable screens. Adjoining the display room is an 
ofifice 4.6 X 6 m., equipped with storage cupboards, desk, etc. In 
September, 1906, about one third the museum exhibition room 
was temporarily assigned to other purposes, thus abridging the 
facilities for exhibition. It is expected that a special library and 
museum building for the Teachers College will be erected after 
a few years, when ample room will be provided for the museum 
collections. 

Future of the Museum : The abridgment of the museum in 
the fall of 1906 is regarded as temporary. The policy for the 
immediate future calls for the modest increase of the museum's 
central collections, and especially, it would seem, for the develop- 
ment of small decentralized collections in different depart- 
ments of Teachers College, particularly in manual training, fine 
arts, domestic art, domestic science, geography and mathematics. 
The departmental collections in mathematics are already very 
extensive ; in other departments, less so. These collections are 
of course designed primarily to supplement instruction, but they 
can serve simultaneously as museum exhibits, and are ordinarily 
open to public inspection on request. It is believed that these 
decentralized collections could be developed with a centralized 
responsibility for their cataloguing and care, resting upon the 
museum. A unified system of loans could thus be maintained 
and when building changes give the educational museum adequate 
quarters the departmental collections could be amalgamated, ex- 
cept as regards objects of technical significance to single depart- 
ments. For such objects smaller departmental collections should 



30 Teachers College Record [224 

always be maintained. The museum building when erected will 
provide ample exhibition space for permanent exhibits represent- 
ing the history and present condition of education, as regards 
school organization, architecture, equipment, curricula, and the 
methods and results of instruction. It will doubtless provide as 
well exhibition halls for special exhibitions lasting a shorter or 
longer time, and planned upon a scale which has not yet been 
possible. 

Summary: The museum was started in the fall of 1886, as a 
result of the Children's Industrial Exhibition ; though a distinctive 
museum room was not long maintained, the exhibits were con- 
tinued, and the museum idea found additional expression in 
portable exhibits, the annual exhibitions, and special exhibitions. 
Such was its history till 1899. Since 1899, when the first curator 
was appointed, and especially since 1901, when a special exhibition 
room was provided, systematic collections of slides, photographs, 
and objects have been secured, forming what might be termed a 
combination school museum and museum of education, serving 
both the professional training departments of the college, and the 
instruction in the two elementary and the secondary schools, 
which are connected with the college; the museum has held a 
series of special temporary exhibitions, and minor functions, a 
bureau of information and publications, have appeared. Its loans 
amount to 9000 objects annually, and several thousand visitors a 
year come to its exhibit hall. It has emphasized special tempo- 
rary exhibits rather than unchanged displays ; and its greatest 
service is as a loaning library of illustrative materials for Teach- 
ers College and its schools. 

Educational Library of Teachers College: The Bryson Library,, 
the educational library of Teachers College, in March, 1908, con- 
tained approximately 39,000 volumes in its central library of 
which 20,000 were books on education, and in addition 12,000 
educational pamphlets. It is the center of undergraduate and 
graduate professional instruction, and furnishes the literary 
material necessary for educational research and investigation. 
All new educational books are purchased as they appear and con- 
stant efforts are made to secure significant educational books 
now out of print ; new school text-books, elementary and second- 
ary, are added, and these number about 3000, domestic and 



225] Museums of Education 31 

foreign, in the library, supplemented by 1500 of the most recent 
American text-books in the museum ; an historical collection of 
text-books is also growing. The collection of educational pam- 
phlets, one of the most valuable sections of the library, includes 
catalogues, reports, and other publications of universities, col- 
leges, normal schools, academies and other secondary schools ; 
city school' reports, programs, and curricula; reports of state, 
provincial, and national school officials ; reports of institutions for 
defectives, dependents, etc. ; the major part of the collection is 
American, but there are large and representative sections of 
English, French, and German documents, and less complete col- 
lections from other countries ; these documents largely furnish 
the source material for research and investigation. There are 
about 200 periodicals on file, of which over one half are educa- 
tional. Besides these educational sections, the library contains 
"a selected list of general works on philosophy, history, music, 
literature and science" ; and a "collection of books on history, 
literature, biography," etc., "adapted to pupils in the elementary 
and secondary school." A selected library of children's literature, 
to be administered as an exhibit, is a recent plan. The mathe- 
matical library of Professor David Eugene Smith, numbering 
7000 volumes and 5000 pamphlets, and the historical collec- 
tion of Professor Paul Monroe, including early text-books and 
over forty first editions of educational classics, are open to 
special students. The circulation of the Bryson library in 1906-7 
amounted to 28,026 volumes for home use drawn out by 1870 
readers ; besides, the much greater use within its own rooms. 
The annual budget for the library is about $7,500, and for eleven 
years it has averaged 2.25% (mean variation from average, .13%) 
of the total educational expense of the college. 

V. Miscellaneous Educational Museums of the 
United States 
The Department of Geography of the Brooklyn Institute of 
Arts and Sciences organized an extensive exhibition of the 
teachiixg of geography, international in scope, in Brooklyn in 
1891, which was afterwards shown in Boston and in New York, 
and then returned to Brooklyn as a permanent section in the 
institute's museums.^ 

^ Catalogue of the Exhibition of Geographical Appliances used in 
Schools and Libraries . . . Brooklyn Institute, Brooklyn, 1891, 85 pp. 



32 Teachers College Record [226 

The Sunday School Commission of the New York Diocese of 
the Protestant Episcopal Church has developed at its office in 
New York, beginning in 1901, an exhibit of books and requisites 
useful in Sunday schools, which in 1906 numbered about 14,000 
items, not including 8000 sample pictures, and in that year 
attracted 2500 visitors. The exhibit has been shown at many 
religious conventions throughout the country, and is designed to 
aid in the introduction of better teaching materials into Sunday 
schools. The Commission has issued two useful catalogues based 
upon the exhibit: "A Complete Handbook of Religious Pictures," 
and a "Handbook of the Best Sunday School Supplies." Less 
extensive exhibits of similar character have been made by other 
diocesan commissions ; and a comprehensive exhibit of the same 
character is being developed by the Religious Education Associa- 
tion, a national organization "to promote religious and moral edu- 
cation," at its headquarters in Chicago.^ 

A private collection which should be mentioned is the histor- 
ical library of school text-books owned by George A. Plimpton, 
Esq., of New York City. Its most important items are : manu- 
scripts on arithmetic, about 60 ; arithmetics and other mathematical 
text-books, over 2000 copies, including 275 of date previous to 
1600; English grammars, 1500; early Latin grammars, 30; school 
reading books, beginning with horn books, about 1500 copies; 
books of penmanship, 1600 copies ; also geographies and other 
school books. The library is generously made available to schol- 
ars; the most important publication based upon its treasures is 
"Rara Arithmetica," by Professor David Eugene Smith and Mr. 
George A. Plimpton.^ 

^ The New York Sunday School Commission Bulletin (quarterly from 
Dec, 1904). Religious Education, the journal of the Religious Education 
Association, I, 156, 157, Chicago, 1907. 

^Letter from George A. Plimpton, April 15, 1907. 



CHAPTER III 

THE EDUCATIONAL MUSEUMS OF THE WORLD 
Outside the United States 

There have been organized some seventy-five or more educa- 
tional museums in various countries outside of the United States. 
The preceding sections show the halting beginnings which have 
been made here and there in our own country. There is now 
presented a survey of the museums of other countries. It at- 
tempts only to bring out the large features in the situation, to 
point out important matters of purpose, organization, and func- 
tion as reflected in the educational museum movement as a whole. 
Were it possible to give intimate views of each museum, the 
story would be one of success and failure, often the latter, as 
worked out under different situations. What is attempted is 
rather a composite photograph of them all. The reader who 
wishes individual histories should go to Hiibner's admirable mon- 
ographs on the German and non-German educational museums. 
On the basis of Hiibner's studies, and information secured through 
correspondence and an examination of first-hand sources, there is 
here presented an exhibition of data on definite points. Most of 
the information is given in three main tables and is then presented 
at length in narrative form often with accompanying tabulated 
summaries. First, however, there is a study of the purposes of 
educational museums as stated in what might be termed their 
charters, or original forms of organization. 

It should be said, in preface, that of seventy-four museums 
considered in the tables, thirty-five are in Germany. Therefore, 
it has seemed wise to group the data regarding the German 
museums and throughout the study to make comparisons between 
the German museums and those in other countries which for con- 
venience are designated the non-German museums. It should be 
said, too, that more complete information was naturally secured 
upon some points than upon others. This will make clear why 
the number of museums "for which data is given" varies for dif- 
ferent items, 
227] 33 



34 Teachers College Record [228 

TABLE I 

DIRECTORY OF EDUCATIONAL MUSEUMS 

There follows a list of the educational museums of the world outside 
the United States. The arrangement is alphabetic, first as to countries 
and then under the name of the respective country the cities in which 
museums are located are mentioned alphabetically. Under each entry 
the following items of information are given, always in the same order : 
name of institution, translation of name into English, year in which 
founded (with date when closed if the museum has been given up), 
address of museum, name of director, and hours during which museum 
is open. 

ARGENTINE REPUBLIC 

1. Buenos Ayres. Biblioteca y Museo pedagogicos (Educational 
Library and Museum). 1888. Consejo Nacional de Educacion, Rod- 
riguez peiia 935. Seiior Juan M. de Vedia. 12 to 4:30 daily, and 7 to 10 
except Saturday. 

AUSTRIA HUNGARY 

2. Agram. Hrvatski Skolski Muzej (Kroation Educational Museum). 
1901. Hrvatski uciteljski dom. Professor Stephan Basericek. 10 to 
12 Sunday and Wednesday. 

3. BozEN. Standige Lehrmittelausstellung (Permanent Exhibition of 
Teaching Appliances). 1889. Die Stadtische Knabenschule. Lehrer 
Hans Nicolussi-Leck. 

4. Budapest. Orszagos Tanszermiizeum (National Museum of 
Teaching Appliances). 1877. Franz- Joseph Lehrerheims, Szentkiraly- 
Gasse. Professor Gregor Miklos. 

5. Graz. Permanente Lehrmittelausstellung (Permanent Exhibition 
of Teaching Appliances). 1882. Herbersteinsche Palais, Sackstrasse, 16. 
Professor Ferd. Walcher. 

6. Innsbruch. Standige Lehrmittelausstellung (Permanent Exhibi- 
tion of Teaching Appliances). 1888. Knabenschule, St. Nikolaus, Gehsteg. 
Lehrer Ludwig Ascher. Daily. 

7. Laibach. Schulmuseum und standige Lehrmittelausstellung (Edu- 
cational Museum and Permanent Exhibition of Teaching Appliances). 
1898. School, Komenskygasse 17. Oberlehrer Jacob Dimnik. 8 to 12 
and 2 to 5 daily. 

8. Prague. Stala skolni vystava v Praze (Permanent Educational 
Exhibition). 1890. Jungmannovo nam. Anton Jandl. 3 to 5 Saturday. 

9. Vienna (a). Permanente Lehrmittelausstellung der Stadt Wien 
(City Permanent Exhibition of Teaching Appliances). 1872-92. Closed 
in 1892. 

10. Vienna {b). Osterreichisches Schulmuseum (Austrian Educa- 
tional Museum). 1903. Haydn's House, VI. Bezirk, Haydngasse 19. 
Lehrer Friedrick Jukel. 



229] Museums of Education 35 

11. Vienna (c). Permanente Lehrmittelausstellung der Gesselschaft 
Lehrmittelzentrale (Permanent Exhibition of Teaching Appliances of 
Lehrmittelzentral). Projected in 1905. School, Werdertorgasse 6. Franz 
Tremml. 

BELGIUM 

12. Brussels. Musee scolaire National (National Educational Mu- 
seum). 1880. Palais du Cinquantenaire, Rue des Rentiers, 58. 

BRAZIL 

13. Rio DE Janeiro. Museu escolar nacional (National Educational 
Museum). 1883. Pedagogium, Rua do Passeio, 66. Olavoj ilae. 

BULGARIA 

14. Sofia. Ucilisten Muzej (Educational Museum). 1905. Ulica 
Targowska, 8. Dr. Charalampi Ivanoff. Mon., Wed. and Sat. 10 to 12, 
3 to 5. 

CANADA 

15. Toronto. Now, Provincial Museum (Educational Museum). 
1845-81. Educational section closed. 

CHILI 

16. Santiago. Museo de Educacion Nacional (National Museum of 
Education). Casilla 191 1. Domingo Villalohos. 

DENMARK 

17. Copenhagen. Dansk Skolemuseum (Danish Educational Mu- 
seum). 1887. Stormgade 17. Fr. Thomassen. Mon., Wed. and Fri. 
3 to 5. 

FRANCE 

18. Chartres. Educational Museum and Library. School, Boule- 
vard Chasles. Thurs. 10 to 12, 2 to 4. 

19. Paris. Musee pedagogique (Educational Museum). 1879. Rue 
Gay-Lussac, 41. M. Langlois. 

GERMANY 

20. Augsburg. Die Schwabische permanente Schullausstellung in 
Augsburg (Swabian Permanent Educational Exhibition). 1881. City 
Building, Jesuitenstr., F. 409. Oberlehrer Leo Fischer. Daily 10 to 12, 
2 to 4; Sunday 10 to 12. Library, Wed. and Sat. 2 to S. 

21. Bamberg. Die Permanente Lehrmittelausstellung in Bamberg 
(Permanent Exhibition of Teaching Appliances). 1896. Luitpold School, 
Memmelsdorferstr. Oberlehrer Adam Hennemann. Open on request. 

22. Berlin (a). Das Deutsche Schulmuseum in Berlin (German 
Educational Museum). 1876. School, Blumenstr., 63 a. Vorschullehrer 
A. Rebhuhn. In summer. Wed. 3 to 6; in winter, Wed. 2 to 4 and Sun. 
II to 12. 



36 Teachers College Record [230 

23. Berlin (b). Das Stadtische Schulmuseum in Berlin (City Edu- 
cational Museum). 1877. City Building, Stallschreiberstr., 54. Rektor 
W. Schumacher, 2nd. Mon., Wed. and Sat. 4 to 7. 

24. Bremen. Das Schulmuseum des Bremischen Lehrervereins (Edu- 
cational Museum of Bremen Teachers' Association). 1902. Rutenhof 
am Domshofe. Schulvorsteher H. Walter. Wed. 4 to 5; Sun. 11 to 12. 

25. Breslau. Das Stadtische Schulmuseum in Breslau (City Educa- 
tional Museum). 1891. Turnhalle, Lessingplatz. Rektor Max Hiibner. 
Wed. and Sat. 4 to 6. 

26. Cologne a. Rh. Die Stadtische Lehrmittelsammlung in Coin a. Rh. 
(City Collection of Teaching Appliances). 1901. School, Telegraphenstr., 
31. Lehrer Karl Kaschke. In summer, Wed. 4 to 6; in winter. Wed. 

3 to 5. 

2y. DoNAuwoRTH. Die Permanente Lehrmittelausstellung des Cassia- 
neums in Donauworth (Permanent Exhibition of Teaching Appliances of 
the Cassianeum). 1876-84. Closed in 1884. J. Traber, Librarian. 

28. Danzig. Die Danziger Lehrmittelsammlung (Collection of Teach- 
ing Appliances). 1904. School, An der grossen Miihle, 9/10. Lehrer 
August Krieg. Tues. 12 to i ; Fri. 4 to 5. 

29. Dresden (0). Das heimatkundliche Schulmuseum in Dresden 
(School Museum of Local Science). 1905. School, Sedanstr., 19/21. 
Oberlehrer F. H. Doring. Wed. and Sat. 4 to 6. 

30. Dresden (&). Das Schulmuseum des Sachsischen Lehrervereins 
in Dresden (Educational Museum of Saxony Teachers' Association). 
1904. School, Sedanstr., 19. Lehrer Oskar Lehmann. Wed. and Sat. 

4 to 6. 

31. Eisenach. Das Frobel Museum (Froebel Museum). Theatrestr., 
35 a. Eleonore Heerwart. 

32. Frankfort. Das Frankfurter Gewerbeschulmuseum (Museum of 
Industrial Education). 1900-1902. Closed in 1902. H. Back, Stadt. 
Gewerbeschule. 

33. Gleiwitz. Das Oberschlesische Schulmuseum in Gleiwitz (The 
Educational Museum of Upper Silesia). 1905. School, Schroterstr. 
Rektor Robert Urbanek. 

34. GoTHA. Das Gothaische Schulmuseum (Gotha Educational Mu- 
seum). 1889. Reyher School. Lehrer E. W. Rohde. No fixed hours. 

35. Hamburg (a). Die Hamburger Lehrmittelausstellung (Hamburg 
Exhibition of Teaching Appliances). 1897. Old schoolhouse, Abcstr., 
37. Lehrer G. VoUers. Daily 10 to 4; Sun. 10 to 12. 

36. Hamburg (b). Die Schulgeschichtliche Sammlung d. Schul- 
wissenschaftlichen Bildungsvereins (School-history Collection of the 
Association for the Advancement of the School Sciences). 1897. Rented 
rooms, Fuhlenwiete, 42. Hauptlehrer Fr. Brandt. Not open regularly. 

37. Hannover. Das Stadtische Schulmuseum in Hannover (City Edu- 
cational Museum). 1892. Biirgerschule am Kleinenfelde. Rektor Grote. 
Wed. and Sat. 2 to 4; Sun. 11 to i. 



231] Museums of Education 37 

38. HiLDESHEiM. Das Schulmuscum (die Leverkiihnstiftung) in 
Hildesheim (Educational Museum-Leverkuhn Foundation). 1891. School 
Kaiserstr., 52. Lehrer A. Kreipe. Wed. and Sat. 12 to i ; Wed. 2 to 4. 

39. Jena (a). Das Thiiringer Schulmuseum in Jena (Thuringian 
Educational Museum). 1889-97. Closed in 1897. 

40. Jena (b). Das Schaeflfer Museum (The Schaeflfer Museum). 
igoo. Volkshaus der Carl-Zeiss Stiftung. Dr. O. Henker. 8 to 11:30; 
I -.30 to o- 

41 Kiel. Das Schleswig-holsteinische Schulmuseum in Kiel (Edu- 
cational Museum of Sleswick-Holstein). 1890. School, Waisenhofstr., 4. 
Rektor E. W. Enking. Sat. 2 to 3. 

42. KoNiGSBERG. Das Schulmuseum des Konigsberger Lehrervereins 
die Stadtische Bibliothek fiir die Volksschullehrer (Educational Museum 
of Konigsberg Teachers' Association — City Teachers' Library). 1881. 
Das Altstadtische Gymnasium. Rektor E. Danziger. Wed. and Sat. 
4 to 5. 

43. KoLBERG. Das Schulmuseum in Kolberg (Educational Museum). 
1904. Old Artillery Barracks, Domstr. Oberschullehrer K. Lodemann. 
Wed. 4 to 6. 

44. Leipsic (a). Die Permanente Ausstellung von Lehrmitteln in 
Leipzig (Permanent Exhibition of Teaching Appliances). 1865-1875. 
Closed in 1875. 

45. Leipsic (b). Deutsches Museum fiir Taubstummenbildung (Ger- 
man Museum for Deaf-Mute Education). 1895. Room in Pedagogical 
Central Library, Schenkendorfstr., 34. Lehrer Herm. Lehm. Wed. and 
Sat. 2:30 to 5; Thurs. 7:30 to 8:30. 

46. Magdeburg. Die Lehrmittelausstellung des Lehrerverbandes der 
Provinz Sachsen in Magdeburg (Permanent Exhibition of Teaching 
Appliances of the Saxony Provincial Teachers' Association). 1877. A 
city building, Grosse Schulstr., 1/2. Lehrer F. Henning. Summer, Sat. 
3 to 4. 

47. Munich. Das Konigliche Kreismagazin von Oberbayern fiir 
Lehrmittel und Schuleinrichtungsgegenstande in Miinchen (Royal Circuit 
Depository of Upper Bavaria for Teaching Appliances and School Fur- 
nishings). 1875. Schrannenpavilion, Blumenstr., 28. Konigl. Konserva- 
tor J. Berchtold. Daily 8 to 12 ; 3 to 6. 

48. Oldenburg. Das Schulmuseum zu Oldenburg i. Grossh. (Educa- 
tional Museum). 1900. State Building, Miihlenstr. Rektor G. Liischen. 
Wed. and Sat. 3 to 5. 

49. PosEN. Das Posener Schulmuseum. (Posen Educational Mu- 
seum). 1897. Kaiser- Friedrich-Museum, Wilhelmsstr. Mittelschullehrer 
Herm. Schubert. Daily, except Mon., 10 to 2; Sun. 12 to 3. 

50. Regensberg. Die Oberpfalzische permanente Kreis-Lehrmittelaus- 
stellung in Regensburg (Permanent Circuit Exhibition of Teaching 
Appliances of the Upper Palatinate). 1880. City School Building. Kgl. 
Kreisscholarchlehrer A. D. L. Reisinger. No fixed hours. 



38 Teachers College Record [232 

51. RiXDORF. Das Naturhistorische Schulmuseum der Stadtgemeinde 
Rixdorf (Municipal School Museum of Natural History). 1897. School 
Knesebeckstr., 21/23. Gemeindeschullehrer E. Fischer. Sun. 11 130 to i. 

52. Rostock. Das Mecklenburgische Volkschulmuseum in Rostock 
(Educational Museum of Mecklenberg Common Schools). 1888. Rented 
rooms, Neuer Markt, 34. Lehrer O. Obenhaus. Sun., 11 to 12. 

53. Stuttgart. Die Lehrmittelsammlung der Koniglich. Wiirttem- 
bergischen Zentralstelle fiir Gewerbe und Handel in Stuttgart (Collection 
of Teaching Appliances of the Royal Bureau of Commerce and Industry 
for Wiirttenberg). 1851. Das Konigliche Wiirtt. Landes-Gewerbemuseum. 
Bibliothekar Hofrat Petzendorfer. Daily 10 to 12 and 2 to 6; Sun. 11 to i. 

54. WoLFENBUTTEL. Das Landes-Schulmuseum fiir das Herzogtum 
Braunschweig in Wolfenbiittel (Provincial Educational Museum of Bruns- 
wick). 1892. Without rooms since 1905. Seminarlehrer K. Haberland. 

GREAT BRITAIN 

55. London (a). Educational Section of South Kensington Museum. 
1857-1888. Restricted in size 1876-1879; closed 1888. 

56. London (&). Educational Museum of Teachers' Guild. 1892. 
74 Gower St., Guild House. H. B. Garrod, General Secretary. Daily 
ID to 6; Sat. 10 to 5. 

GREECE 

57. Athens. 'ExTratSeuTiKov Mouo-eioj/ (Educational Museum). 1905. 
Rue de I'Academie, 42. D. Bikelas. Wed. and Sun. 10 to 12. 

ITALY 

58. Genoa. Civico Museo pedagogico e scolastico (City Educational 
and School Museum). 1881. Lyceum Andrea D'Oria. E. Canevello. 

59. Rome. Museo d'lstruzione e d'Educazione (Museum of Instruc- 
tion and Education). 1874-1881. Was located in school building. Pro- 
fessor Labriola of University of Rome. Two days a week. 

JAPAN 

60. Tokyo. Kioiku-Hakubutsukwan (Exhibition of Education). 1878. 
Higher Normal School. T. Kano, Director of Normal School. 9 to 4 
except Monday. 

NETHERLANDS 

61. Amsterdam. Nederlandsch. Schoolmuseum (Dutch Educational 
Museum). 1877. Prinsengracht bij de Prinsenstraat, 151. E. A. H. 
van der Heide. Daily 10 to 4 except Sun. and Mon. 

62. Hague. Museum ten bate van het Onderwijs (Museum for 
Advancement of Education). Projected in 1905. Groothertoginnelaan, 
28. A. M. Gerth van Wyk. 



2^2] Museums of Education 39 

NORWAY 

63. Christiania. Skolemuseum for Kristiania Folkeskoler (Educa- 
tional Museum for Common Schools in Christiania). 1901. MoUer- 
gadens Folkeskole. R. J. Ringdal. Thurs. 6 to 7. 

PORTUGAL 

64. Lisbon. Museu pedagogico de Lisboa (Educational Museum of 
Lisbon). 1883. "Escola Rodrigues Sampajo," Poco Nuovo, 7. Fr. Ad. 
Coelho. 

RUSSIA 

65. St. Petersburg. Pedagogiceskij Muzej vojennoucebnych zave- 
denij (Educational Museum of Military Teaching-Establishments). 1864. 
Public Building, Fontanka, 10. Lieut. Gen. Mavaroff. 

SERVIA 

66. Belgrade. Skolski Muzej (Educational Museum). 1898. City 
School Building, Mackenzie St., 40. D. J. Putnikovic. Daily 8 to 12. 
2 to 5 ; Sun. 2 to 5. 

SPAIN 

67. Madrid, Museo pedagogico nacional (National Educational Mu- 
seum). 1884. Escuela Normal Central de Maestros, Calle de Daoiz, 7. 
M. B. Cossio. Daily 9 to 5. 

SWITZERLAND 

68. Bern. Schweizer. permanente Schulausstellung (Swiss Permanent 
Educational Exhibition). 1878. Kavalleriekaserne am Aeusseren Boll- 
werk. E. Liithi. Daily, except Sun., 9 to 12 and 2 to 5. 

69. Freiberg. Musee pedagogique Suisse de Fribourg (Swiss Edu- 
cational Museum of Freiburg). 1884. Hotel des Postes et Telegraphes. 
Leon Genoud. Daily, except Sun. and Tues., 9 to 12 and 2 to 6. 

70. Lausanne; Musee scolaire cantonal vaudois (Vaud Cantonal 
Educational Museum). 1901. ficole Normale. L. Henchoz. Wed. and 
Sat. 2 to 5. 

71. Lucerne. Permanente Schulausstellung (Permanent Educational 
Exhibition). 1905. Museum Building. Bezirksinspektor J. Stutz. Tues. 
and Thurs. 8 to 12, 2 to 6. 

72. Neuchatel. Exposition scolaire cantonal permanente (Per- 
manent Cantonal Educational Exhibition). 1887. Academy Building. 
Alfred Guinchard. Wed. and Sat., 2 to 4. 

73. Zurich. Pestalozzianum (Pestalozzianum — Swiss Permanent Edu- 
cational Exhibition). 1875. Wollenhof. F. Fritschi. 

URUGUAY 

74. Montevideo. Museo y Biblioteca pedagogicos (Educational Mu- 
seum and Library). 1889. Plaza Cagancha. Professor Alberto G. 
Ruano. Daily 8 to 5. 



TABLE II A. THE COLLECTIONS OF EDUCATIONAL MUSEUMS- 
OBJECTS * 

















c 




1 












<j 






V 




a 






•c 




s 


B 

.2 
0, 
a 
< 
fit 
c 





a 
2 
3 

03 


E 

Q. 

'3 

V 

M 

j3 





E 
B 

< 








u 


"rt 




2 


= 






!h 





■3 







CO 




u 







X 






J3 






OJ 








i) 


3 


u 


3 




u 






>_ 


H 


ifi 


H 


Cu 


Jl 


PQ_ 


X 


(n 




I 


Buenos Ayres 


'06 


1,500 


y 


y 


y 


y 


y 


y 


y 

y 


Industrial exhibits ; hygiene 


2 


Agram 


'05 


5,188 




y 


y 


y 


n 


y 




Historical and present-day ; hygiene 


3 


Bozen 


'05 


965 


n 


949 


n 


n 


y 


n 




School art 


4 


Budapest 


'os 


5,000 


y 


y 


y 


y 


y 


n 


y 




5 


Graz 


05 


12,000 


y 


y 


y 


y 


y 




y 


Hygiene; art 


6 


Innsbruch 


'os 


732 


n 


y 


y 


n 


y 


n 


n 




7 


Laibach 




y 




y 














8 


Prague 


'os 


871 




y 


y 




y 


y 


y 


Biographical collection; Comenius Museum 


9 


Vienna (a) 




y 




y 






y 






Predominantly, natural science and industry 


10 


Vienna (d) 




y 




y 




y 








Hygiene 


II 


Vienna (c) 




y 




y 














12 


Brussels 


•92 


1,415 


y 


y 


y 


y 


y 




y 


Hygiene 


13 


Rio de Janeiro 


'05 


4,000 


y 


y 


y 


y 


y 








14 


Sofia 


'os 


y 


n 


y 


y 


y 


y 


y 


y 


Hygiene 


IS 


Toronto 




y 


y 


y 




y 


y 








i6 


Santiago 






















17 


Copenhagen 


'05 


y 


y 


y 


n 


y 


y 


y 


n 




i8 


Chartres 


'06 


y 


n 


y 


n 


n 


y 


n 


n 




19 


Paris 




y 


y 


y 


y 


y 


y 


V 


y 


Hygiene; school art 


20 


Augsburg 


'os 


1,600 


n 


y 


n 




y 




y 


Natural history collections 


21 


Bamberg 


03 


325 


n 


300 


n 




25 








22 


Berlin (a) 


'05 




y 


y 


n 


n 


n 


y 


y 


Collections illustrating history of education 


23 


Berlin (A) 


04 


874 


n 


y 


n 


n 


y 




n 




24 


Bremen 


'03 


906 


y 


y 


y 


y 


y 


n 


n 




25 


Breslau 


'06 


2.134 


y 


1469 


few 


y 


y 


y 


n 


School art ; historical development of mechanical arithme- 


26 


Cologne a.Rh. 


'03 


S17 


n 


y 


n 


n 


y 


y 


n 


tic and religious instruction 


27 


Donauworth 








(y) 






(y) 








28 


Danzig 


|o6 


260 


n 


y 


n 


n 


y 


n 


n 




29 


Dresden (a) 


'04 






y 












Collections of local science, history, geography .etc. 


30 


Dresden (b) 


,05 


*2,000 


n 


y 


n 


n 


y 


n 


y 




31 


Eisenach 


07 






y 






y 


y 




Memorial museum to Frobel 


32 


Frankfort 


04 


*2,000 


y 


y 




y 


y 


y 


y 


Represented industrial education only 


33 


Gleiwitz 


'06 


368 


y 


357 


y 


y 


y 


n 


y 


Beginnings of local science and industry exhibits 


34 


Gotha 


'03 


200 


n 


y 


n 


n 


y 


y 


y 


250 autographs 


3S 


Hamburg (a) 


06 




y 


y 


n 


n 


y 


n 


n 




36 


Hamburg {b) 


;o6 


1.583 


n 


y 


y 


y 


y 


y 


y 


Illustrates history of local education . 


37 


Hannover 


'03 


318 


y 


285 


y 


y 


33 


n 


n 


Also local science collections 


38 


Hildesheim 


^04 


1,000 


y 


y 


y 


y 


y 


n 


n 




39 


Jena (c) 


90 






y 


y 


y 


y 


y 






40 


Jena (*) 


,05 






y 








y 




Almost entirely collection in physics 


4] 


Kiel 


03 


608 




598 


n 


y 


10 








42 


Konigsberg 


04 


683 


n 


y 


n 


n 


n 


n 




Dinter Memorial Museum 


43 


Kolberg 


'os 


500 


y 


y 


n 


n 


y 




n 


Small section for local history 


44 


Leipsic (a) 


67 




y 


y 






y 






3,000 objects, including books, in 1867 


45 


Leipsic (*) 


'06 


















Projected collections of appliances, buildings and equip- 


46 


Magdeburg 


'03 


550 




533 


n 


n 


y 


n 


n 


ment ; also historical 


47 


Munich 


03 


1,020 


y 


975 


n 


y 


31 




n 




48 


Oldenburg 


,03 


y 


n 


y 






y 


n 






49 


Posen 


03 


467 


y 


386 


n 


n 


40 


n 


n 


School art 


SO 


Regensburg 


04 


500 




y 






y 








SI 


Rixdorf 


'06 


y 




y 


y 


y 


y 






Large science and history collections 


52 


Rostock 


'03 


612 


n 


560 


y 


y 


y 


y 


y 


Small biographical collection 


53 


Stuttgart 






y 


y 












Especially for industrial dra\ving 


54 


Wolfenbiittel 


'03 


90 


n 


y 


y 


n 


y 


y 


y 


In addition, a mineral collection 


55 


London (a) 




y 


y 


y 


n 


y 


y 




y 


Large science collections for higher education 


56 


London (b) 




y 


y 


y 


y 


y 






y 


Geography and history materials, especially 


57 


Athens 


'05 


y 


y 


y 


y 


y 


y 




y 




58 


Genoa 


'06 


y 


y 


y 


y 


y 


y 




y 


A school museum, chiefly ; also educational museum ; 


59 


Rome 


'06 


y 


y 


y 




y 


y 




y 


hygiene 


60 


Tokyo 


'04 


9,716 


y 


y 


y 


y 


y 






School art 


61 


Amsterdam 


'05 


y 


y 


y 


y 


y 


y 


y 


y 


Hygiene 


62iHaeue 




















Projected school museum with appliance collection 


63 


Christiania 


'06 


y 


n 


y 


y 


y 


y 


n 


n 


Also, manufacturers' exhibit of appliances 


64 


Lisbon 


'06 


y 




y 


y 












6s 


St. Petersburg 


'03 


y 


y 


y 


n 


y 


y 






General collection; special military collection; hygiene 


66 


Belgrade 


*o6 


y 




I7S0 


y 


y 


y 








67 


Madrid 




y 


y 


y 


y 


y 


y 








68 


Bern 


'os 


y 


y 


y 


y 


y 


y 


y 


y 




69 


Freiburg 


'06 


y 


y 


y 


y 


y 


y 


y 


y 


Father Girard memorial collection 


70 


Lausanne 


'05 


y 


y 


y 


y 


y 


y 


y 




A historical collection 


71 


Lucerne 


'05 


2,680 


y 


y 


(y) 


y 


y 


y 


y 


Hygiene ; school art 


72 


Neuchatel 


'05 


1,800 


y 


y 


y 


y 


y 




y 




73 


Zurich 




y 


y 


y 


y 


y 


y 


y 


y 


Pestalozzi memorial room; technical education 


74 


Montevideo 




y 


y 


y 




y 


y 


y 




Historical collection of national education; hygiene 



* In Table II and Table III, y— yes. and n— no. In columns 7 and 8 of Table II B. regarding catalogues 
p— printed ; w — written. 



TABLE II B. THE COLLECTIONS OF EDUCATIONAL MUSEUMS- 
BOOKS 



n 








n 




•o 




o 






a 
o 


>^ 


H 






Buenos Ayres 
A gram 
Bozen 

Budapest 

Graz 

Innsbruch 

Laibach 

Prague 

Vienna (a) 

Vienna (b) 

Vienna (c) 

Brussels 

Rio de Janeiro 

Sofia 

Toronto 

Santiago 

Copenhagen 

Chartres 

Paris 

Augsburg 

Bamberg 

Berlin (a) 

Berlin (*) 

Bremen 

Breslau 

Cologne a.Rh. 

Donauworth 

Danzig 

Dresden (a) 

Dresden (6) 

Eisenach 

Frankfort 

Gleiwitz 

Gotha 

Hamburg (a) 

Hamburg (5) 

Hannover 

Hildesheim 

Jena (a) 

Jena (b) 

Kiel 

Konigsberg 

Kolberg 

Leipsic (a) 

Leipsic ib) 

Magdeburg 

Munich 

Oldenburg 

Posen 

Regensburg 

51 Rixdorf 

52 Rostock 

53 Stuttgart 

54 Wolfenbuttel 

55 London (a) 

56 London ib) 

57 Athens 
s8 Genoa 

59 Rome 

60 Tokyo 

6i Amsterdam 
62|Hague 

63 Christiania 

64 Lisbon 



St. Petersburg 

Belgrade 

Madrid 

Bern 

Freiburg 

Lausanne 

Lucerne 

Neuchatel 

Zurich 
Montevideo 



10,000 
2.741 
few 
7,000 

10.757 
IS6 

y 

few 

I.ISS 

4.261 

y 
5,000 



6ss 
72,000 
16,000 

y 
35.000 
17,000 

y 
7,000 

900 
70,000 

600 

n 



1,200 

1,846 

y 

500 
449 



y 

3,000 

y 



6,000 
222 
y 

1,500 

100 

19,000 

2,500 



6,000 
1,000 



1,210 
10,000 

y 

7.538 

10,800 

500 

1,500 

6.140 

600 

y 

1,759 

y 



500 
2,000 



y 
1.399 
400 
5.000 
. 3.000 
01 68,000 
03 I. SCO 

y 



8,300 

5.000 



y 
3.29s 
10,220 

y 

5.500 

y 
1,200 



12,893 



y 

350 



1,200 
400 



10,000 

y 



y 

1,500 



6,000 



2,000 

100 

15,000 

1,500 

500 

1,500 
800 



50 



326 
5.000 



y 

600 



y 
400 



3.000 
700 



1. 000 
y 



y 
y 

y 

ISO 

400 

9.000 
y 



y 
900 

500 



Education, history, geography, children's books, pictures 
Historical collections 

Includes foreign text-books 



1,000 volumes of children's literature 



y 

n 
250 

y 
y 

y 



Collection of childrens' literature 

Special collections of "great educators" 
Standard collection of children's literature ; 750 volumes 
in '02 



Library belongs to a teachers' association 

Books and magazines relative to teaching appliances 

Collection of children's literature 



Historical collection on Hamburg schools ; separate 

active educational library 
Children's literature, 600 

Professor Schaeflfer's science library 



300 children's books; books for foreign language instruct'n 

On deaf-mute education 

Historical collection of 1,200 educational books, 1688-1 

Library undeveloped 

Collection of children's literature with special committee 



y 

!0 

y Library of science and art, including education 

In 1888, transferred to Educational Library of Board of 
Education (National) 
y Good educational library ; text-book collection 
y Catalogues of foreign schools 

Includes educational, school and circulating library 

A library circulating by post 

30 Reading room with 40 journals 

ilndependent educational library for teachers 



3. 500 

y 
y 



Includes a useful religious library 



Also an independent State Teachers' Library connected 
I with the Museum 
Children's literature 

Also an independent State Teachers' Library connected 

with the Museum 
Archive of reports, etc., children's literature ; 170 journals 



* In columns 7 and 8 of Table II B, regarding catalogues : p— printed ; w— written. 



TABLE III A. 



EDUCATIONAL MUSEUMS— THEIR ACTIVITIES 
AND ADMINISTRATION 





^3 








1 




CD 
3 

an 
S3° 


u. 

V 

a 


1- 

<u 
a 


3 


3 
a 

V 

u 














Ut 




j3 rt 




V 


3 


^3 






C 


T3 






0. 




« 


H 


H 


p-i 


m 







►J 


a 







a 
0. 




Is 


•2 


1-. 

>2 


•2 


a 







M 


I-! 


— 


05 





rt 


M-S 


V 


e 


V 


a 










nl 


u 









u 




u. 


s 






^ 


^ 


•^ 





u 


Q 


;^ 


3 


^u 


3 






J3 









:3 


£ 


3 















X 





>> 


-Is 





OJ 


3 


(U 


C 


<u 


*c 






w 


m 


pq 


> 


ffi 


H 


CL, 


1-1 


J 


M 




I 


Buenos Ayres 


2,263 


y 




908 


49 


y 


y 


y 




y 


y 


Two thirds of book loans to normal students 


2 


Agram 


100 


400 




1,000 


4 


y 


n 


y 




n 


y 


Sales agent ; tests and approves 


3 


Bozen 


y 






200 


42 


n 


n 


y 






y 


Collections used in teaching 


4 


Budapest 


n 


n 




3,000 


4 


y 


y 


y 




n 


y 




5 


Graz 


y 


1,000 




2,000 


4 


y 


y 


y 




y 


y 




6 


Innsbruch 


n 






300 


42 


y 


n 


n 




n 


n 




7 


Laibach 








200 


42 




n 












8 


Prague 










2 




n 












9 


Vienna (a) 


























10 


Vienna (6) 


























11 


Vienna (c) 


y 












y 


y 






y 


Distributes apparatus to schools ; sales agent 


12 


Brussels 




y 




















publishes charts 


13 


Rio de Janeiro 


y 


y 




120 




y 


y 


y 




y 


y 




14 


Sofia 


n 


y 




1,562 


12 


n 


n 


n 




n 


y 




15 


Toronto 




y 




y 














y 




i6 


Santiago 


























17 


Copenhagen 


1,100 


1,200 




3.830 


6 


y 


y 


y 




n 


y 




i8 


Chartres 


n 


810 


y 


600 


4 


n 


y 


n 






y 




19 


Paris 




18,775 


y 






y 


y 


y 


y 




y 


Circulates lantern slides 


20 


Augsburg 


500 


3,500 




400 


28 


y 


y 


n 


n 


n 


y 


Sales agent ; manufactures and publishes 


21 


Bamberg 


n 






120 




n 


n 


n 


n 


n 


n 




22 


Berlin (a) 


n 


7,226 


y 


few 


3 


y 


y 


n 


n 


n 


y 




23 


Berlin ib) 


n 


9,000 




4,000 


9 


y 




y 


y 


n 


y 


Courses in physics and chemistry 


24 


Bremen 


n 


n 


n 


1. 000 


2 


y 


y 


n 


n 


n 


y 




25 


Breslau 


n 


250 


y 


2,202 


4 


y 


y 


y 


n 


y 


y 


Has organized exchange system of dupli- 


26 


Cologne a. Rh. 


2,000 


400 




400 


2 


n 


n 


n 






y 


cates among museums 


27 


Donauworth 






















y 


Acted as sales agent 


28 


Danzig 


30 


250 




100 


2 


y 


y 


y 




n 


y 




29 


Dresden (a) 








y 


4 


y 














30 


Dresden (b) 


100 


100 




1,000 


4 


y 


y 


n 




n 


y 




31 


Eisenach 








y 






y 












32 


Frankfort 








(375^1 




y 


y 












33 


Gleiwitz 


n 


250 




596 




y 


y 


n 




n 


n 


Lectures for school children contemplated 


34 


Gotha 


n 


200 




ISO 




y 


y 


n 




n 


n 




35 


Hamburg (a) 


n 






2,000 


38 


y 


y 


30 




n 


y 


Tests apparatus for city schools, aids trade 


36 


Hamburg (b) 


n 


(193) 












n 




n 


n 


Not open regularly 


37 


Hannover 


y 


1,640 


y 


y 


6 


y 


n 


y 




n 


y 


Lecture room 


38 


Hildesheim 


n 


900 


y 


, y ^ 


4 


y 


y 


n 






y 




39 


Jena (a) 


n 


y 




(1,000) 














y 




40 


Jena {b) 








2,633 


42 














Collection used in lectures to school children 


41 


Kiel 


y 


y 


y 


150 


1 


y 


n 


n 


n 


n 


y 




42 


Konigsburg 


y 


1,460 




y 


2 


n 


n 


n 




n 


n 




43 


Kolberg 


75 


50 


n 


2,000 


2 


y 


y 


n 




n 


n 




44 


Leipsic (a) 








(few) 


(6) 


n 














45 


Leipsic {b) 




150 




y 


y 
















46 


Magdeburg 


80 


240 


y 


227 


I 


y 


n 


n 




n 


y 




47 


Munich 


n 






1,000 


42 


y 


y 


n 


n 


n 


y 


Sales agent; tests apparatus 


48 


Oldenburg 








323 


4 


y 


y 






y 


y 


Art exhibits ; lantern lectures for adults and 


49 


Posen 


20 


75 




3,000 


23 


y 


y 


n 




n 


y 


committee on children's literature 


SO 


Regensburg 








200 


















SI 


Rixdorf 


y 


y 




1,000 


1% 


y 


n 


y 






y 




52 


Rostock 


100 


120 


y 


400 


1 


n 


n 


y 






y 




53 


Stuttgart 


y 


y 


y 


y 


38 












y 




54 


Wolfenbiittel 


y 


y 


y 


y 




n 


n 


n 


n 


n 


y 




5S 


London (a) 


























56 


London (b) 


y 


y 




y 


47 




y 










Circulates Greek and geography lantern slides 


57 


Athens 


(y) 


y 




1,000 


4 




y 


n 




y 


y 


Acts as sales agent 


58 


Genoa 


y 


8,000 




y 


y 




n 


y 






y 


Loans appliances and models of school desks 


59 


Rome 




y 


y 


y 


12 




y 


y 






y 


to schools 


6o 


Tokyo 


n 






49,775 


42 




n 










Formerly furnished sets of natural history 
exhibits to schools 


6i 


Amsterdam 


y 






4,000 


30 


y 


y 


y 




n 


y 


Acts as sales agent 


62 


Hague 


























63 


Christiania 


n 










n 


n 








n 




64 


Lisbon 


n 


400 




ISO 




3 


n 


y 




n 


(y) 


Is chiefly a school museum 


6s 


St. Petersburg 


y 


y 




3.378 




n 


y 


y 




y 


y 


Stereopticon material for loan; lectures of vari- 


66 


Belgrade 








600 


45 




n 










ous sorts; instruction in music and the sword 


67 


Madrid 


y 


y 




y 


48 




y 


y 


y 




y 


Laboratory of psychology and anthropology ; 


68 


Bern 


18,000 


y 




4,000 


36 


y 


y 


y 




y 


y 


lectures and courses for teachers 


69 


Freiburg 


ISO 


2,000 


y 


2,500 


35 


n 


y 


y 




n 


y 




70 


Lausanne 


y 


y 




1,200 


6 


y 










y 


Circulates slides, etc. 


71 


Lucerne 


n 


y 




600 


16 


(y) 




(y) 




n 


y 




72 


Neuchatel 


n 


400 




400 


4 


n 


y 


n 






y 




73 


Zurich 


y 


y 




8,000 




y 


y 


(y) 






y 


Bureau of archives aiding research 


74 


Montevideo 




y 




30 daily 


54 


y 


y 


y 


y 




y 


National meteorology bureau at museum 



TABLE in B. EDUCATIONAL MUSEUMS— THEIR 
ACTIVITIES AND ADMINISTRATION 

















-i- 






4- 












E 




cn 






c 






» 


» 




in 

u 








-1- 






# 

•a 


u 
u 



e 



•a 

PL, 


< 3 
. CT 


* 


1) 

3 

a 


S 

a 

K 

W 




c 
a 

X 

W 


1 




c 
3 


a 

0. 


& 


it: 


8"^ 


a 


a 


XI 


2 


< 







3 











X 







C5 




U-, 


t/3 


^ 


i£. 


E 


<A 


W 





H 




I 


Buenos Ayres 


3 


3 


3 


2 






$ 428.40 


$ 428.40 


$ 856.80 




2 


Agram 


5 


5.2 


5 


I 




13 


113.29 


84.96 


198.25 


$202.30 


3 


Bozen 


9 


I 


I 







I 




25.23 


25-23 




4 


Budapest 


3 


3 


3 


3 


437 




402.93 


321.30 


724 - 23 




S 


Graz 


9 


1.2,3,8 


8 







13 


27-13 


253-94 


281.07 


449-90 


6 


Innsbruch 


5 


(1.2,3) 


4 





160 




5-95 


4-04 


9-99 




7 


Laibach 


5 


5,2 


S 










40.46 


40.46 




8 


Prague 


5 


I 


1 










121.38 


121.38 




9 


Vienna (a) 


1 


1 


















10 


Vienna (b) 


8 


8.1 


8 
















II 


Vienna (c) 


8 


8,1,3 


8 
















12 


Brussels 


3 


3 


3 




1.200 


3 


1,751-68 


818.72 


2,570-42 




13 


Rio de Janeiro 


8 


8 


I 
















14 


Sofia 


3 


3 


3 




274 


3 


765 -40 


1,713-60 


2,479-00 


761.60 


IS 


Toronto 


2 


2 








2 










i6 


Santiago 






















17 


Copenhagen 


5 


3 


3 


2 




3 


401-63 


776-47 


1,178-10 


428.40 


i8 


Chartres 






















19 


Paris 


3 


3 


3 


4 




3 


6,549-76 


3.863.69 


I.0S3-45 




20 


Augsburg 


8 


8.1 


8 


3 


417 


1 


335-58 


465-77 


801.35 




21 


Bamberg 


4 


4.1 


4 





104 


I 


2.38 




2.38 




22 


Berlin (a) 


4 


4.2.1 


4 


6 


— 


I 


146.13 


1,205.23 


1.351-60 




23 


Berlin (b) 


1 


I 


I 


2 


458 


I 


287.98 


911.30 


1,201-66 




24 


Bremen 


3 


3,12.14 


3 





147 


14 


7.14 


98.0s 


105 -19 




25 


Breslau 


I 


I 


1 


2 


239 


I 


333 - 20 


495-04 


828.24 




26 


Cologne a.Rh. 


I 


I 


I 


1 


61 


I 


44-27 


169.93 


214.20 




27 


Donauworth 


11 


II 


— 




— 


Cii) 










28 


Danzig 


4 


I 


I 


— 


54 


I 




119.00 


119-00 




29 


Dresden (a) 


4 


4,1 


4 


— 


2 rooms 


I 










30 


Dresden (b) 


S.4 


S.l 


5 


— 




I 


19-99 


184.21 


204 . 20 




31 


Eisenach 






















32 


Frankfort 


8 


8 


— 


(i) 


(150) 


(13) 










33 


Gleiwitz 


4 


I 


I 





72 


I 










34 


Gotha 


5.4 


5.4.1 


5,4 





60 


I 


4-76 


43-79 


48.55 




35 


Hamburg (a) 


4 


4.2 


4 


1 


240 


2 


142.80 


166-60 


309-40 




36 


Hamburg (b) 


4 


4.1.2 


4,5 





— 


13 




4 05 


4-05 




37 


Hannover 


I 


1 


1 




686 


1 


142.80 


1,210.46 


1.353-26 




38 


Hildesheim 


4 


4,1.2 


4 





200 


I 


7.62 


53-07 


60.69 




39 


Jena (a) 


8 


8 


— 





(250) 


(13) 










40 


Jena (b) 


II 


II 


11 




144 


II 










41 


Kiel 


4 


4.1,5 


4 





60 


I 


23.80 


133-75 


157-55 




42 


Konigsberg 


4 


1.4 


I 


1 


100 


I 


34-27 


152.32 


186.59 




43 


Kolberg 


4 


4.1 


4 





80 


I 




63-30 


63-30 




44 


Leipsic (a) 


4 


4.1 


— 







(1.I3) 










45 


Leipsic ib) 


6 


6 


6 







14 










46 


Magdeburg 


4 


5,1 


5 





136 


I 




39-03 


39-03 




47 


Munich 


2 


2,1 




2 


264 


I 


1,337-56 


3S7-00 


1,694-56 


476-00 


48 


Oldenburg 


5 


5.2 


5 





310 


2 


21.42 


488.13 


509-55 




49,Fosen 


4 


4.1.2 


4 


1 


108 


2 


29-75 


224.19 


253-94 




50 Regensburg 


2 


2,1 


2 


I 


72 


I 


17.14 


20.46 


37-60 




51 


Rixdorf 




1 


I 





144 


I 




64.49 


64-49 




52 


Rostock 


8 


8,1,5,2 


8 





64 


13 


4-76 


43-79 


48-55 


61. &8 


53 


Stuttgart 


2 


2 


2 




144 






190-40 


lgo.40 




54 


Wolfenbiittel 


8 


8 


8 





(36) 


(2) 










SS 


London (a) 


3 


3 








3 










S6 


London (b) 


6 


6 


6 






6 










57 


Athens 


6 


6 


6 




2 rooms 


6 










58 


Genoa 


I 


I 


I 




12 rooms 


I 




380.80 


380.80 




59 


Rome 


3 


3 




4 




(3) 










6o 


Tokyo 


3 


3 


11=3 




1,200 


3 


572.86 


511-70 


1,084-56 




6i 


Amsterdam 


6 


6,8,1,2,3 


8 


2 


Building 


IS 


713-51 


1,677-91 


2.391-42 


404-60 


62 


Hague 






















63 


Zhristiania 


I 


1 


1 


1 




I 


45-45 


13-33 


58-78 




64 


Lisbon 


I 


I 


I 






I 










65 


St. Petersburg 


3 


3 


3 


4 


844 


3 


5,488.76 


5,845-51 


11,334-27 




66 


Belgrade 


4 


4,1,2 


4 


I 


150 


I 


22.85 


45-69 


68.54 




67 


Madrid 


3 


3 


3 


5 




3 


2,808.40 


1,466.08 


4.274-48 




68 


3ein 


8 


8,1.2,3 


8 






2 


493-13 


I, 375 -88 


1,869-01 


955-09 


69 


"reiburg 


(10). 2 


2.3 


2 


I 


432 


2 


392-22 


S61.20 


953-42 


416.64 


70 


!^ausanne 


2 j 


2.3,5 


2 


I 


400 


2 


57-83 


743-27 


801.10 




71 


!.ucerne 


2 j 


2.(3). (1) 


2 


I 




2 










72 Neuchatel 


2 1 


2.3 


2 






2 


168. 97 


696.39 


865.36 




73 Zurich 


4 


8,3,1,2 


8 


3 


Building 


1 


1,060.29 


1.456-56 


2,516.85 


712.09 


74|Montevideo 


3 


3 


3 


^ 


Building 


' 


3.590-70 


I, 170. 96 


4,761.66 





* In columns i, 2, 3 and 6 of Table III B, the following symbols are used : 

I. City. 2. .State or Province. 3. Nation. 4. City Teachers' Association. 5. State 
Teachers' Association. 6. National Teachers' Association. 7. International Teachers' 
Association. 8. Special Museum Association. 9. Group of Teachers. 10. A Teacher. 

II. Institutional. 12. Private. 13. Rents Rooms. 14. Free Private Rooms. 15. Owns 
Building. Parenthesis indicates a past situation. 

+ The data for expenditures 1 columns 7, 8, 9 and 10 of Table III B) are taken from Hiibner. 
The amounts are for the year 1903 with six exceptions. Buenos Ayres, Madrid, Paris and 
Tokyo are for 1904 ; and Danzig and Sofia are for 1905. 



44 Teachers College Record [238 

I. Purposes of the Museums 
The purposes served by the museums may best be inferred 
from the statements of their organization, contents, and activities 
which are given on preceding pages in tabular form and will later 
be described. It will be interesting, however, to give first a 
survey of their original statements of purpose found in the "pros- 
pectus," "statutes" or "regulations," drawn up for each museum. 
This was done for thirty-three German and thirty-four non- 
German museums.^ First be it said that a view of purposes thus 
gained is not entirely adequate to conditions at the present time, 
for many developments not mentioned in original plans have since 
come about; also, that these original statements vary greatly in 
fullness, some being very scanty, and others quite detailed. 
Nevertheless, from these statements of original plans, taken all 
together, one can make up a trustworthy account of the purposes 
most generally conscious in the museum movement. The facts 
found in these statements of plans are recorded in the following 
table under the four heads : Classes of persons to be served by 
the museum; character of the collections projected; the services 
intended ; and the grades of schools included in the field of the 
museum. The numbers in the table indicate the number of 
museums, out of a possible sixty-seven, which mention the various 
services or functions listed. 

Classes of Persons to be Served: Foreign exhibits 14 

Teachers 42 School architecture S 

Aid teachers' study 13 School furnishings 26 

Teachers in training 5 School administration i 

Pupils 2 Pupils' work 3 

School officials 21 Historical exhibits 17 

Public 17 To illustrate education 4 

Friends of schools 4 To improve education 8 

Manufacturers 9 Library 24 

Inventors i Historical library 3 

Character of Collections Projected : Archives 6 

Teaching appliances 57 Text-books 4 

New teaching appliances 6 Children's literature 5 

Teaching appliances in use.. 10 Pictures i 

Old teaching appliances 4 

* The museums for which statements of purpose were not examined 

are: Eisenach, Schaeffer at Jena, and Leipsic Deaf-Mute Museum (in 

Germany), and Toronto, Lisbon, Santiago de Chile, Montevideo and 

Chartres. 



239] Museums of Education 45 

Character of Services : Publication 8 

Information 28 Conferences and lectures for 

Aid in selection of teaching teachers 11 

appliances (German) .... 18 Lectures for children 2 

Research i Grades of Schools Mentioned : 

Loaning exhibits to schools 4 Elementary 21 

Circulating exhibits 3 Secondary 4 

Tests and criticism 6 Teachers' training 4 

Improving appliances 4 Industrial 6 

Sales agent 6 Schools for defectives 2 

Temporary exhibitions 9 Continuation schools 3 

Putting some of these facts into words, it is evident that the 
museums, as planned, were to be of service primarily to teachers. 
Several museums also mention specifically aid to teachers in their 
efforts at self-improvement, and aid to teachers-in-training. 
Services to school officials and to the general public are also given 
a prominent place ; and services to manufacturers, publishers, and 
inventors of school materials are mentioned. 

Teaching appliances are named most frequently among the 
prospective collections of the museums ; in six cases exhibits of 
"new teaching appliances" are emphasized, in ten, exhibits of 
appliances which have been introduced into schools, and in four, 
exhibits of teaching appliances formerly used. "School furnish- 
ings," such as desks and other equipment of school buildings, 
form the next most prominent class of exhibits. The gathering 
of foreign exhibits, doubtless often with a view to introducing 
improved types of teaching appliances, is mentioned by fourteen 
museums. Four museums plan exhibits to "illustrate" education ; 
and eight museums, exhibits to "improve" education. This dis- 
tinction between merely representing conditions, and attempting 
to better them, is a vital one — the latter attitude seems desirable. 
Exhibits of a historical nature are mentioned by seventeen 
museums, showing that this many at least contemplated the his- 
torical services possible through museum collections. Other 
classes of exhibits planned, but less frequently mentioned, are 
those to illustrate school architecture, school administration, and 
the results of teaching as shown in samples of pupils' work. 
Only three museums mention the latter type of exhibits, which are 
so common in the United States. A library, or a collection of 
books, is proposed by twenty- four museums ; and special mention 



46 Teachers College Record [240 

of historical collections of books, of children's literature, of text- 
books, and of archives of educational pamphlets, is made in the 
plans of a limited number of museums. 

Of the active services contemplated by the museums, the 
furnishing of information on educational matters was apparently- 
considered the most important, being mentioned by twenty-eight 
museums ; and eighteen German museums mention the giving of 
information in a special field, "aid in selecting teaching appli- 
ances." The arranging of conferences and lectures for teachers 
is mentioned by eleven museums ; the issuing of publications by 
eight ; and the arranging of temporary educational exhibits by 
nine. Other services mentioned are the circulation, loaning, test- 
ing, improving and sale of teaching appliances ; the advancement 
of research ; and the teaching of children. 

The field of education to be occupied by the museum was 
stated by twenty-three museums and all except two mention ele- 
mentary education primarily; in four cases without, and in seven 
cases with, other departments of education. Secondary education 
is mentioned by four museums ; normal education by four ; indus- 
trial education by six ; the education of defectives by two museums ; 
and continuation education by three. The exceptions to the rule 
that the museums are devoted primarily to elementary education 
are the Stuttgart and Frankfurt collections, which were dedicated 
to industrial education. Mention should also be made of three 
other specialized German museums which are not included in 
this tabulation : the Museum of Deaf-Mute Education at Leipsic, 
the Schaeffer Museum of Physical Apparatus at Jena, and the 
Froebel Museum of Kindergarten Education at Eisenach. 

Again be it said that this view of the purposes of educational 
museums is partial since it is based on a brief prospectus or state- 
ment of preliminary plans. It does, however, represent with some 
accuracy the most conscious purposes of the museums when 
organized. A comprehensive view of present conditions can 
better be secured by the data given in Tables I, II and III, to 
which we now turn and which is presented in three divisions of 
discussion: 2. The Museums and Their Organization; 3. Their 
Collections — Objects and Books; 4. Their Activities. 



241] Museums of Education 47 

11. The Museums and Their Organization 

This section discusses the museums with regard to (i) loca- 
tion, (2) names, (3) dates of organization, (4) foundation, (5) 
present control, (6) support, (7) management, (8) quarters, and 
(9) expenditures. The data for this division is given in Table I 
and Table III-B. 

I. Location. Of the seventy-four museums listed (includ- 
ing eight now closed), sixty-eight are in Europe, one in Asia, 
one in Canada, and four in South America (Table I, Directory). 
Of the sixty-eight European museums, ten have been organized 
in Austria, one in Belgium, one in Bulgaria, one in Denmark, two 
in France, thirty-five in Germany, two in Great Britain, one in 
Greece, two in Italy, two in the Netherlands and one each in Nor- 
way, Portugal, Russia, Servia and Spain, and six in Switzerland. 
The four in South America are located in the Argentine Repub- 
lic, Brazil, Chile, and Uruguay. There is one in Japan, and one 
existed in Ontario, Canada, until 1881. Of the museums listed, 
eight have been closed : the Vienna City Exhibition, the Educa- 
tional Museum at Toronto, the Educational Division of the South 
Kensington Museum at London, the Museum of Instruction and 
Education at Rome, and the following in Germany : Donauworth, 
Frankfurt, Jena (Thuringian) and Leipsic (Exhibition of Teach- 
ing Appliances). 

Besides the museums listed, mention should be made of these 
others : ( i ) At Rotterdam, Holland, an exhibit of appliances with 
commercial aims was started in 1880, then moved to Utrecht 
where it was later closed ; recently it has been proposed to organ- 
ize an educational museum in Rotterdam; (2) At Aarhus, Den- 
mark, an educational museum started by a group of four teachers 
in conjunction with a book publisher existed from 1887 to 1889; 
and (3) at Palermo, Italy, an educational museum in connection 
with the university was authorized by royal decree in 1884 and 
closed by the same authority in 1891. (Hiibner mentions a 
museum at Palermo established by a Professor Latino and gives 
as its date 1880-1894). (4) Mention is made by Hiibner of ad- 
ditional German museums opened at Stade (1904), Straubing 
(1904), Potsdam (1905) and Wiirzburg (1905), of which details 
were not secured for this study. (5) Reference at least should 
be made to two other German institutions : (a) the School Museum 



48 Teachers College Record [242 

at Hamburg (1855-1903), a forerunner of the present educational 
museums in Hamburg, which by reason of its character as a 
loaning museum in the direct service of the schools is not prop- 
erly to be enrolled with educational museums; and (&) the Ped- 
agogical Central Library at Leipsic, the greatest educational 
library in the world, which though it has no affiliated educational 
museum, may be regarded as continuing the Leipsic Exhibition 
of Teaching Appliances since the book collections of the exhibi- 
tion were added to the Central Library when the exhibition was 
closed in 1875. Further, the Leipsic Library just now affords 
temporary quarters to the recently organized German Museum 
for Deaf-Mute Education. 

The seventy-four museums listed are located in sixty-six dif- 
ferent cities, three museums having been organized in Vienna, 
and two in Berlin, Dresden, Hamburg, Jena, Leipsic, and London, 
respectively. The thirty German cities possessing museums in- 
clude the national capital and fifteen cities which are centers of 
state or provincial government. Of thirty German museums, 
fourteen seem to serve cities, although five of these extend their 
services outside ; fourteen attempt to serve a wider territory, a 
province or a state ; one, the Deaf-Mute Museum, is national and 
one, the Froebel Museum at Eisenach, is international in scope. 
The thirty-six cities outside Germany possessing museums include 
twenty-one national capitals, and twelve capital cities of states, 
provinces or cantons. The cities in which museums are located 
vary in size from Donauworth, Germany, with a population of 
4000 (where a museum was maintained by a Catholic society, 
1876 to 1884), to London with a population of 4.500,000. The 
cities grouped according to size give this result : seventeen are 
under 50,000; nine are from 50,000 to 100,000; twenty-seven, 
100,000-500,000; seven, 500,000-1,000,000; and six over 1,000,000. 
The countries possessing museums vary from Uruguay with a 
population of 978.000. to Russia with a population of 143,000,000. 
The most striking item in population is that Switzerland, with 
3,300,000 people, possesses six educational museums. 

With regard to German museums, Hiibner has pointed out 
that the museums have so far been largely confined to North 
Germany ; there are two Prussian provinces, three grand duchies, 
three duchies, all the German principalities, save one, the Free 



243] Museums of Education 49 

City of Lubeck, and Elsass-Lothringen, which do not yet possess 
museums.^ 

2. Names (Table I, Directory). 

German Non-German Total 

Data given for 35 39 74 

Number using name: 

"Educational Museum" 21 21 42 

"Educational Museum and Library".. .. 3 

"Educational and School Museum".. ., I 

"Museum of Instruction and Edu- 
cation" . . I 

"Museum for Advancement of Edu- 
cation" .. I 

"Educational Museum and Exhibition 

of Teaching Appliances" . . I 

"Museum of Deaf-Mute Education".. i 

"Froebel Museum" I 

Total using "Museum" as name... 23 28 51 

"Educational Exhibition" i 6 

"Exhibition of Teaching Appliances" 6 5 

Total using "Exhibition" as name.. 7 11 18 

"Collection of Teaching Appliances" 3 

"School-history collection" i 

Total using "collection" as name. .4 . . 4 

"Depository" I . . I 

The term "educational museum" is the most common, being 
applied to fifty-one of seventy-four museums, and forty-two times 
appearing in the form quoted. In nine cases, the word "museum" 
appears in some other form. "Exhibition" is the next most com- 
mon term, appearing eighteen times, seven times as "educational 
exhibition" and eleven times as "exhibition of teaching appliances." 
Two other terms appear among the German museums : "Samm- 
lung," or "collection," which is used three times as "collection of 
teaching appliances" and once as "school-history collection" ; and 
the term "depository" as applied to the "Depository for Teaching 
Appliances and School Furnishings at Munich." 

A discriminating use of these titles would apply "museum" 
to systematic collections, historical or comparative in nature, and 
would confine "exhibition" and "collection" to less imposing at- 
tempts ; "exhibition" also generally denotes a temporary display. 

* Hiibner gives a map showing the location of the 28 museums active in 
1904. but the above statements are regarding the 35 listed. 



50 Teachers College Record [244 

It may be noted that among German museums there seems to be 
an increasing use of the term "Schulmuseum" (educational 
museum). Of the ten museums formed previously to 1882, only 
three were termed "Schulmuseum"; of the eight between 1888 
and 1892, all used this title; of the fifteen since 1896, ten use this 
term.^ 

The translation of "Schulmuseum" as "educational museum," 
instead of as "school museum," may be questioned as pointed out 
in the Introduction. Distinguishing functionally all museums 
related to education one gets two classes : those serving in school 
work directly, and those serving educational progress through 
teachers and school officials in a professional or scientific way. 
The former are properly school museums ; the latter educational 
museums. These German museums are of the latter type. Two 
of them combine the two functions, are both school and educational 
museums : Hanover and Rixdorf. The Hamburg School Museum, 
already referred to, was strictly a school museum. 

3. Dates of Organisation (Table I, Directory). The 
Toronto Educational Museum must be credited as the first 
museum of education, since its beginnings date from 1845. The 
first European exhibitions are those of Stuttgart, dating from 
185 1, and London, from 1857. If one will group together the 
museums chronologically, one finds that the German museums 
by themselves fall into the following groups : two were opened 
up to 1865; five from 1875-1877; three 1880-81 ; eight, 1888-92; 
six 1895-7; fourteen (including Stade, Straubing, Potsdam, and 
Wiirzburg) from 1900-1905. The thirty-seven non-German 
museums, for which date of organization is given, may be grouped 
as follows: three from 1845 to 1864; three from 1872 to 1875; 
twelve from 1877 to 1884; eight from 1887 to 1892; two in 1898, 

^ The next most common German term, "Ausstellung" (exhibition), 
has been borne (i) by four out of the five Bavarian institutions,* where 
its frequency can possibly be explained by imitation; and (2) by two of 
the earliest museums, founded in 1865 and 1877; and (3) in only one case 
outside of Bavaria has it been used recently (Hamburg, 1897). 

The other term, "Sammlung" (collection), which appears three times, 
is applied (i) in two cases very properly to collections which are just 
forming (School-history collection at Hamburg, ?.nd Collection of Appa- 
ratus, Danzig, the latter of which has as its organ "Schul-Museum") and 
(2) in one case (Cologne) not inappropriately to a small collection. 



245] Museums of Education 51 

and nine from 1901 to 1905. It is evident from both groupings 
that the educational museum movement has not exhausted itself. 
On the contrary, both groupings show as great activity in the last 
few years as at any time. 

4. Foundation (Column i, Table III-B), 

German Non-German Total 

Data given for 34 36 70 

Foundation by city 5 4 9 

Foundation by state or province 3 5 8 

Foundation by nation 12 12 

Total by government 8 21 29 

City Teachers' Association 15 2 17 

State Teachers' Association 156 

National Teachers' Association 123 

City and State Association 2 .. 2 

Total by teachers' ass'ns 19 g 28 

By a group of teachers . . 2 2 

By Museum Association 5 4 9 

Total by special associations 5 6 11 

Institution 2 . . 2 

Among seventy museums, twenty-nine were founded by the 
government, city, state or national; twenty-eight by teachers' 
associations ; eleven by special museum associations ; and two 
(Donauworth and the Schaeffer Museum, Jena) by institutions. 
A striking difference between the origin of the German and non- 
German museums is apparent: of thirty German museums, eight 
(26%) were founded by government, and nineteen by teachers' 
associations; of thirty-six non-German museums, twenty-one 
(58%) were established by government, and nine by teachers' 
associations. 

Tracing back each of the German museums where possible to 
the situation out of which it arose, one finds that fifteen at least 
of the thirty-five organized resulted from temporary educational 
exhibitions, the benefits of which it was desired to perpetuate, or 
from which came the needed impetus. In two cases, Stuttgart 
and Munich, international exhibitions abroad at London and 
Vienna respectively, were the stimulus ; in five cases, the German 
Museum at Berlin, Cologne, Gotha, the Hamburg Exhibition and 
the Leipsic Exhibition, the museum resulted from exhibitions at 
general meetings of German teachers ; in eight cases, Danzig, the 
two Dresden museums, Frankfurt, Gleiwitz, Kolberg, Magdeburg, 



52 Teachers College Record \ [246 

and Posen, there were provincial or local educational exhibitions. 
In three cases, Donauworth, Rixdorf, and the Schaeffer Museum 
at Jena, the museums were based on a colleqtion made by a 
teacher. In two cases at least, Kiel and Cologrje, the inspection 
of museums already existing served as a stimulus!, to organization. 
Imitation has in a majority of cases doubtless been of more or 
less influence, frankly so in the case of the German Deaf-Mute 
Museum which resulted from a call for materials for a similar 
museum in Paris. The personal initiative to the organization of 
twenty-five of thirty-five German museums came from a teacher, 
or the director of a school ; in one case, from a conference of 
teachers ; in one case, from a teacher and a government official ; in 
six cases from government officials ; in two cases, Stuttgart and 
the Hamburg school museums, the personal source is not plain, 
though the former was doubtless governmental, and the latter a 
teacher. In brief, twenty-seven ■ German museums may be 
credited to the initiative of a professional teacher, seven to a 
government official, and one to both. 

In the case of non-German museums, going back to the 
beginning of thirty-three museums, it was found that fifteen owed 
their origin to teachers, ten to the action of government or school 
officials, and eight to suggestions arising from temporary exhi- 
bitions or international expositions. The Vienna Exposition of 
1873 led to the establishment of museums at Budapest, Rome, 
Zurich, and Bern. The Rio Janeiro museum resulted from an 
international educational exposition held in that city in 1883, 
The educational section of the South Kensington Museum, which 
next to Stuttgart (1851) is the oldest European educational 
museum, was an effort to make permanent the temporary exhibi- 
tion of teaching appliances organized in London in 1854 by the 
Society of Arts ; just as the Stuttgart exhibition itself resulted 
from the London Crystal Palace Exhibition of 185 1. 

5. Present Control (Column 3, Table III-B). 

German Non-German Total 

Data given for 30 32 62 

Control by city 8 6 14 

Control by state or province 3 4 7 

Control by nation 10 10 

Total by government 11 20 31 

Control by City Teachers' Ass'n 11 2 13 



247] Museums of Education 53 

German Non-Germanh Total 
Control by State Teachers' Ass'n.... 426 

Control by National Teachers' Ass'n. . . 2 2 

Total by Teachers' Ass'n 15 6 21 

Control by Museum Ass'n 369 

Control by institution i .. I 

Of sixty-two for which data of present control is given, 
thirty-one are controlled by the government, twenty-one by teach- 
ers' associations and nine by museum associations {i.e., thirty by 
associations) ; one is controlled by an institution. This represents 
some shifting from the original basis of organization, both among 
the German and the non-German museums. 

Among the German museums, three now under a city were 
started by teachers' associations; one, the union of beginnings 
made by a city association and by a provincial association, is now 
controlled by the latter ; and one other started by a city associa- 
tion is now controlled by a provincial association. All five 
changes were toward securing a more stable supporting body, the 
city government or a general teachers' association. Of the four 
German museums which have been closed, two were started by a 
special museum association, one by an institution, and one by a 
city teachers' association. In general, museum support from an 
association, either special or general, has not proved stable in 
Germany. 

Among non-German museums, eight museums have changed 
from their original basis of control : four museums established 
by associations have passed to the public control (three to a city 
and one to a national government) ; three (two started by teach- 
ers' associations and one by a group of teachers) have passed to 
special museum associations ; one organized by a national teach- 
ers' association is now controlled by a similar state association. 
The transition to government control is parallel to the tendency 
among the German museums; the change to special museum 
associations is contrary to the German experience. The six non- 
German museums controlled by special associations indicate that 
such an association may successfully conduct an educational 
museum when the government fails to do so ; it is noteworthy, 
however, that only one museum (Wolfenbiittel, Germany) is 
exclusively supported by a special museum association, and the 



54 Teachers College Record [248 

exception is a small struggling museum ; further, that only three 
museums controlled by teachers' associations are supported with- 
out government grants, or aid in furnishing quarters at least. 

6. Support (Column 2 Table III-B). In general, the 
museums are supported by the bodies controlling them, but it is 
noteworthy that government encouragement and aid is given 
many of the museums not controlled by public authority. Of 
German museums besides the eight directly controlled by city 
governments, cities make grants to sixteen others; three are 
under state control, and state grants are given to seven others. 
In twenty of thirty-five cases there is some joint basis of support; 
private initiative with government aid is the most common basis 
of support. Of non-German museums, besides those supported 
outright by some single body or authority (six by a city, one by 
a state, twelve by a nation, two by a national teachers' association, 
and one by a special museum association), there are fourteen 
which receive grants or aids from city, state or national govern- 
ment : eight of these receive grants from cities ; eight from state 
governments, and nine from national governments. In one case, 
Innsbruch, single grants were made originally by national, pro- 
vincial, and city governments, from which a small capital sum 
was invested. 

7. Management. The museums which have been developed 
by teachers' associations have depended largely upon the volun- 
tary services of teachers for their direction. For responsible 
authority there is usually an elected committee or series of com- 
mittees, composed of teachers, with one of their number or some 
other school man as director. In Germany, twenty-nine of 
thirty-three museum directors are school teachers or principals. 
In the government museums, a school inspector or other school 
official is often appointed director with responsibility to the edu- 
cational authorities concerned, city, state or national. The public 
museums are also sometimes governed by a commission : the 
Breslau museum has a commission appointed by the city author- 
ities and composed of the city school councilor, as chairman, a 
city school inspector, a teacher chosen by a cooperating teachers' 
association, two persons acquainted with the teaching appliance 
business and the director of the museum, who is the director of a 
Breslau school. 



249] Museums of Education 55 

The following table gives data regarding paid staff in twenty- 
nine German and twenty non-German museums (Column 4, 
Table III-B) : 

German Non-German Total 

Data given for 29 20 49 

No staff 16 4 20 

One person 6 6 12 

Two persons 4 3 7 

Three persons i 2 3 

Six persons 2 4 6 

Five persons . . i i 

In Germany over half of the museums which are reported on, 
rely on voluntary help ; elsewhere, one fifth. In part this reflects 
the fact that the German museums are creations of the professional 
spirit of the German teacher. The paid staff is often on a part 
time basis, and the provision is sometimes for the library instead 
of for the objective collections of a museum. 

8. Quarters (Table I, and Column 5, Table III-B). The 
table states the nature of the buildings occupied, wholly or in 
part, by thirty-four German and thirty-five non-German museums : 

German Non-German Total 

Data given for 34 35 69 

School buildings 15 12 27 

Other public buildings 10 11 21 

Rent free 3 . . 3 

Government pays rent 2 8 10 

Rented quarters 3 2 5 

In institution i . . i 

Teachers' Association Building .. 2 2 

Of the thirty-five German museums, twenty-five have had 
free rooms in public buildings, fifteen in schools and ten in other 
public buildings. Of the ten not quartered in public buildings, 
three enjoy free rent, two others receive city grants for rent 
charges, and information is lacking about one, Eisenach ; the 
remaining four German museums are those which have been 
closed, and of these, three occupied rented quarters and the rent 
charges helped make existence impossible, and the fourth was in 
the Cassianeum, a private institution. Two conclusions may be 
suggested : There is perhaps a rough measure of the vitality of 
German educational museums as at present organized, in the fact 



56 Teachers College Record [250 

that no museum which has had to pay rent has permanently pros- 
pered ;^ on the other hand, the fact that free rooms are furnished 
all existing museums but one, independently by different city and 
state governments, indicates that public officials regard them as 
proper objects of government encouragement.^ 

Among the twenty-four non-German museums, twelve are in 
schoolhouses and eleven in other public buildings, and one rents 
quarters. Government interest is shown by the fact that eight 
museums not controlled by the government occupy quarters in 
public buildings or receive grants for rent.^ 

The accompanying table gives the floor area occupied by 
twenty-seven German and nine non-German museums. 

German Non-German Total 

Data given for 27 9 36 

Less than 100 sq. m 9 .. 9 

100-200 sq. m 9 2 II 

200-300 sq. m 5 I 6 

300-400 sq. m I . . I 

400-500 sq. m 2 3 5 

686 sq. m i . . I 

844 sq. m I I 

1200 sq. m 2 2 

Of these museums, the non-German museums possess larger 
quarters than the German museums. The largest German museum 
has a floor area of 686 square meters ; there are two non-German 
museums credited with 1200 square meters each. Besides pro- 
vision for storing and displaying exhibits, and caring for books, 
some museums have a lecture room for explanations to visitors 
and for lectures and conferences. One German museum, Ham- 
burg, has an entire building, a former school building which in- 
cludes such a lecture room. The most picturesque installation is 

^ The School Museum of Local Science at Hamburg, which existed 
nearly fifty years, was no exception, for, from 1881 on, it received a grant 
of 500 M. for rent. 

* Column 6 in Table III gives the situation regarding rent for the 
German museums ; twenty museums have had rooms free from a city, and 
another did for a period, then rented rooms and was closed ; six are given 
free rooms by the state or province ; one has free rooms from private 
bounty ; one was connected with an institution ; and one is in a private 
institution (Schaeffer at Jena) ; four besides the one mentioned have had 
rented rooms, and of these, three have been closed. 

'' Comparison of columns 3 and 5, Table III-B. 



251] Muscuiiis of Education 57 

that of the Tokyo museum, which occupies the buildings and 
grounds of a former temple ; the Brussels museum occupies a 
former exposition building; and the Paris museum a house, 
formerly the property of a religious society. 

9. Expenditures. Hiibner furnishes for fifty museums data 
regarding total annual expenditures, distributed for salaries, and 
for other purposes exclusive of rent ; and in addition the money 
paid for rent in the ten cases in which he finds that a money rent 
is paid.^ This data is repeated in Table III-B (columns 7-10). 
Excluding the rent item, the following statements may be made 
regarding these expenditures : 

The largest budget was that of the St. Petersburg museum, 
$11,334, and that of Paris was almost as large, $10,534.52. Two, 
Montevideo and Madrid, were over $4000. Four, Brussels, Zu- 
rich, Sofia and Amsterdam, were over $2000. The following 
seven were from $1000 to $2000: Bern, Munich, Hanover, the 
two Berlin museums, Copenhagen and Tokyo. The remaining 
thirty-five had budgets of less than $1000 distributed as follows : 

1, museum, $900-$ 1000 ; 6, $8oo-$900 ; i, $7oo-$8oo ; i, $5oo-$6oo ; 

2, $300-$400; 4, $20O-$30o; 7, $ioo-$20o; and 14 less than $100. 
These budgets are for twenty-four German and for twenty-six 
non-German museums. Of the fifteen museums with budgets 
over $1000, four are German and eleven non-German ; of the 
thirty-five with budgets less than $1000, twenty-one are German 
and fifteen are non-German. The percentage which the salary 
forms of the total expenses was ascertained for the fifteen 
museums whose expenditures were over $1000 per year ; it varied 
from 79% to 10%. With larger budgets there was a tendency 
for the percentage for salaries to increase ; with small budgets to 
decrease. One remark might be made : the surprisingly small 
size of the budgets may belittle the importance of the museums 
in the reader's eyes ; it should be added that probably every 
museum relies in good part upon voluntary assistance which is 
inversely proportional to the size of the budget. Many German 
museums of small means, for example, are achieving notable re- 
sults through the disinterested professional services of teachers. 

'Hiibner, Die Auslandische Schulmuseen, pp. 9-11. 



58 Teachers College Record [252 

III. The Collections: Objects and Books 

The attempt is made in Table II to give data regarding the 
contents of the museums and here as there it may be presented in 
two sections: Objects and Books. 

I. The Objective Collections. The objective collections will 
be considered under the following topics : ( i ) total number of 
objects, (2) foreign objects, (3) teaching appliances, (4) exhibits 
of pupils' work, (5) school buildings, (6) building equipment, 
(7) historical exhibits, (8) school administration, and (9) 
special collections. 

1. Total Number of Objects : In column 3, of Table II, there 
are given the total numbers for the objective collections in 
twenty-three German and twelve non-German museums. This 
figure of "total number," as Hiibner suggests, may be ambiguous, 
meaning either individual objects, or individual groups of objects. 
The latter usage is more common, and the total number of objects 
in a museum is therefore larger than the number of exhibits 
reported. Among the twenty-three German museums, the num- 
bers vary from 90 to 2134 "numbers": two museums have less 
than 250 numbers ; six have from 250 to 500 and 6 from 500 to 
750 numbers; three from 750 to 1000; and six range from 1000 
to 2134. The "mode" of the distribution of these numbers, or 
the point where the bulk of them fall, is from 250 to 750, twelve 
museums having numbers between these limits;^ the "median 
value" is 500 to 750, and may be taken as representative of the 
average size of their objective collections. 

Of the non-German museums, exact figures are given for 
twelve only. One is between 500 and 750 ; two between 750 and 
1000; two between 1250 and 1500; the remaining six have the 
following scattered values; 1800, 2680, 4000, 5000, 5188, 9716, 
12,000. The median value for this distribution is between 1800 
and 2680. For the two sets of museums compared at any rate it 
is evident that the non-German museums possess the larger 
objective collections. 

2. Foreign Exhibits: Of twenty-five German museums on 
which data was secured, thirteen report foreign exhibits; twelve 
report none. Of twenty-nine non-German museums, twenty-four 

'It is possible that two of the three largest numbers for German 
museums represent individual objects, not groups of objects. 



253] Museums of Education 59 

report foreign exhibits and five report none. Such exhibits, most 
commonly of teaching appHances probably, are therefore more 
common in the non-German than in the German museums. All 
six Swiss museums report such exhibits. Of a total of sixty- 
four museums, thirty-seven (57.8%) have exhibits from foreign 
countries (Column 4, Table II). 

3. Teaching Appliances: All of the museums (thirty-four 
German and thirty-seven non-German) from which data is pre- 
sented report exhibits of teaching appliances (Column 5, Table 
II). For nine German museums, the number of exhibits of 
school appliances is stated numerically ; in these cases it is pos- 
sible to cornpute the numerical relation between the school 
appliance collection and the complete objective collections. The 
percentages are 68.8, 82.6, 89.6, 91, 92.3, 95.5, 96.9, 97, and 98.3. 
These figures are the best possible statement that for these nine 
German museums, at least, the school appliance collection is the 
museum, practically. The term "teaching appliance," as here 
used, is given a wide significance to comprise all apparatus, aids 
and teaching materials used in class-room instruction ; it signifies 
"Anschauung" material, maps, charts, models, specimens, etc., 
used in teaching the various school subjects, and also generally 
includes text-books for pupils and teachers' manuals. Such col- 
lections of "Lehrmittel" form the center of the German museums, 
as shown by the percentages quoted. The Augsburg museum, 
according to Hiibner, has the best collection of teaching appli- 
ances; its standard is "the apparatus (and books) officially intro- 
duced and recommended for use in the Bavarian common schools." 
The Hamburg exhibition of appliances has displayed equipment 
desirable for local schools, cooperating with the school authorities 
in improving the equipment of local schools. For non-German 
museums, the exact size of the teaching appliance collection is 
reported by only two museums, and for one only of these is it 
possible to state its relative importance ; the appliance collection 
here comprises 947 of a total of 965. Other evidence indicates 
that in many non-German museums the appliance collection is not 
so important a part of the museum as in most of the German 
museums. 

Many museums have taken a distinct position with regard to 
the manufacturers of school equipment, apparatus for teaching. 



6o Teachers College Record [254 

and other objective materials of education. In part this has con- 
sisted in giving manufacturers and publishers opportunity for 
displaying their products ; sometimes the criticism of their 
products is undertaken, with a view to aiding selection, and to 
encouraging the production of improved appliances. Perhaps 
the most striking service, and certainly one of the most important 
fimctions of a museum, is the introduction of new manufactures 
into a country. This has been done with great success by the 
museums at Toronto, St. Petersburg, Tokyo and Copenhagen, 
and has been attempted, though with what success it is not plain, 
by many other museums. Such a service naturally is most needed 
in a country deficient in such appliances ; but the international 
exchange of information might still be important between coun- 
tries advanced in the manufacture of teaching apparatus. 

4. Exhibits of Pupils' Work (Column 6, Table II). Ten of 
twenty-five German museums (20%) report such exhibits; in 
the other fifteen they are not present. Of thirty non-German 
museums, twenty-five (83%) have such exhibits and five have 
not. The non-German museums pay more attention to such 
exhibits than do the German museums. Of the fifty-five museums 
of both groups, thirty-five (6^%) have these exhibits. The 
entire situation is in contrast to the experience thus far in the 
United States, where the majority of museums and exhibitions 
consist of pupils' work almost entirely. 

5. School Architecture Exhibits (Column 7, Table II) : 
Architectural exhibits consisting of plans of buildings, models, 
photographs, etc., are included in twelve of the twenty- four 
German museums ; in twelve, not. Similar exhibits are included 
in twenty-nine of thirty-two non-German museums for which 
data on this point is presented ; in three, they are not. There- 
fore, of the total fifty-six museums, forty-one (73%) have exhibits 
of school architecture. 

6. Building Equipment (Column 8, Table II) : Equipment 
and furnishings for school buildings, including such items as 
desks, furniture, blackboards, chalk, etc., are found as exhibits in 
twenty-nine out of thirty-one German museums ; in two they are 
not found. Of non-German museums, twenty-nine of thirty-two 
report similar exhibits. Therefore, of a total of sixty-three 
museums, fifty-eight (92%) have this sort of exhibits. 



255] Museums of Education 61 

7. Historical Exhibits (Column 9, Table II) : Exhibits illus- 
trating the history of schools or of education are present in 
eleven of twenty-two German museums, in eleven not ; and there 
are similar exhibits in thirteen of eighteen non-German museums 
for which information is given. That is, of a total of thirty-nine 
museums, twenty-four (61%) have exhibits of a historical nature; 
and these exhibits are somewhat more common in non-German 
than in German museums. The "German Museum" at Berlin 
has a noteworthy collection of memorials of eminent educators, 
including portraits, medals, and autographs, as well as their 
works ; Breslau has exhibits illustrating the development of 
teaching appliances in mathematics and in religious instruction ; 
Gotha has a collection of 250 autographs and makes the represen- 
tation of early education in the province one of its aims ; the Ham- 
burg School History Collection is a significant museum devoted 
to the history of schools and education in Hamburg and its 
vicinity; at Jena there was recently opened a memorial museum 
of physics appliances used by Professor Schaeffer, formerly of 
the University of Jena ; Konigsberg has a collection in memory 
of Dinter, founded in 1888; Rostock has exhibits in honor of 
famous educators ; and the great Leipsic Library was founded in 
memory of Comenius and contains collections of his works, and 
various relics. Some of the more important historical collections 
in non-German museums are noted elsewhere under special col- 
lections (Section 9. following). 

8. The organization and administration of schools are illus- 
trated by such exhibits as administrative record and report 
blanks, charts showing statistics, etc., found in nine of twenty- 
one German museums for which data on this point is supplied ; in 
twelve, not. Of non-German museums, nineteen of twenty-three 
reporting have administrative exhibits ; four have not. That is, 
of forty-four museums, twenty-eight (63%) possess such 
exhibits. Judging by the data given, these exhibits are more 
common in non-German than in German educational museums. 
(Column 10, Table II). 

9. Special Collections : Besides summarized data as to definite 
types of exhibits. Table II in the eleventh column gives informa- 
tion as to certain special exhibits in some twenty-one German 
and twenty-three non-German museums. 



62 Teachers College Record [256 

Of the German museums seven have smaller or larger science 
collections, often representations of local science in connection 
with them ; one of these, the Schaeffer museum at Jena, is entirely 
devoted to physics apparatus ; seven museums are mentioned for 
special collections bearing on the history of education. The fol- 
lowing other special collections are present in one or more 
museums : school art and schoolroom decoration ; school hygiene ; 
pictorial collections ; exhibits of local industry ; special collections 
of materials for lower grades of the school ; special collections for 
certain school subjects — as religion, arithmetic, drawing (Stutt- 
gart), etc. One should recall here, too, the specialized educational 
museums : of Froebel and the kindergarten at Eisenach ; of local 
educational history at Hamburg ; of industrial education at Frank- 
furt ; of physics, at Jena ; and of deaf-mute education at Leipsic. 

The more important special collections in the non-German 
museums are : six historical collections, including memorial col- 
lections in honor of Comenius, Pestalozzi, and Father Girard, at 
Prague, Zurich, and Freiburg respectively; two collections illus- 
trating industrial products ; two collections of natural science 
objects; two special collections, at least, illustrating technical 
education, those at Zurich and Bern to which the Cantonal govern- 
ment makes special grants ; and the collections illustrating mili- 
tary education at the St. Petersburg Museum. In addition, men- 
tion should be made of exhibits in twelve non-German museums 
regarding the hygiene of school buildings and school life : and, 
in five museums, exhibits of art for schoolroom decoration. 

2. Book Collections (Table II-B). The book collections 
of the museums are presented under six topics: (i) total number 
of books, (2) educational books, (3) text-books, (4) pamphlet 
collections, (5) special library collections, and (6) catalogues 
of objective and book collections. 

I, Total Number of Books (Column 2, Table II-B). 

German Non-German Total 

Data given for 20 18 38 

Less than 500 books 213 

500-1000 3 I 4 

1000-1500 3 2 5 

1500-2000 2 2 

2000-3000 I I 2 

3000-4000 o I 1 



257] Museums of Education 63 

German Non-German Total 

4000-5000 I 2 3 

5000-10,000 4 6 10 

10,000-20,000 3 3 6 

35,000 I o I 

72,000 I I 

Thirty of thirty-one German museums for which data is given, 
and thirty-two non-German museums report educational Hbraries. 
One German museum reports no book collection. The number 
of books in these museum libraries, German and non-German, is 
distributed in the tabulation above. Half the German libraries 
have less than 2000 books each ; half the non-German libraries 
have less than 6000 books each. Of libraries of over 5000 volumes, 
there are eight in the German, and ten in the non-German group. 
On the whole the libraries outside of Germany are the larger. 
Of the total number of libraries, thirty-eight, for which data is 
present, the "mean" number of volumes is 5000, and this number 
may be taken as an average size for the educational libraries con- 
nected with educational museums. Among German educational 
libraries, mention should be made of the library of 35,000 vol- 
umes, connected with the Berlin City Educational Museum, the 
largest in Germany so related to an educational museum. Still 
larger, though not given in the table, are the following three Ger- 
man libraries : the library of the Cassianeum at Danauworth, 
70,000 volumes including a large educational section, with which 
an educational museum was associated from 1876-1884; the 
library of 68,000 volumes in science and art, including education, 
at the National Industrial Museum at Stuttgart, with which an 
exhibition of teaching appliances is connected; and (to be men- 
tioned, though not connected with a museum) the greatest of 
all educational libraries, the Pedagogische Central-Bibliothek 
(Comenius Foundation) at Leipsic, with its 122,000 volumes 
(including 40,000 pamphlets). The largest library connected 
with an educational museum is that of Musee Pedagogique in 
Paris, of 72,000 volumes. 

2. Educational Books (Column 3, Table II-B) : Collections 
of books bearing strictly on education are reported by twenty- 
three of twenty-five German museums, on which data is presented, 
and by twenty-seven of the non-German museums. Doubtless 
there are some educational books in all the libraries. Data was 



64 Teachers College Record [258 

given by twelve German and by six non-German museums which 
make possible the statement of the relative importance of these 
collections of educational books in the individual libraries con- 
cerned. (Comparing Columns 2 and 3, Table II-B.) For the 
twelve German museum libraries the educational books form the 
following percentages of the total number of books : 9.3, 11, 13.3, 
14.7, 20, 23.1, 24, 25, 27.7, 41.3, 54.2, and 83, respectively. For 
the six non-German libraries, the percentages are 4.1, 7.1, 12, 
12.5, 33.8, and 67.3 respectively. 

3. Text-books (Column 4, Table II-B) : Collections of 
school text-books, i.e., pupils' books and teachers' manuals, are 
reported by twenty-three German and by twenty-seven non-Ger- 
man museums. The number is stated definitely for eleven Ger- 
man and for ten non-German museums. For the German 
museums the text-book collections vary from 50 to 15,000; the 
largest collections are : Rixdorf , 3,000 ; Gotha, 5,000 and Berlin 
German Museum, 15,000. The text-book collections form the 
following percentages of the total book collections: 8.3, 8.8, 8.8, 
12.5, 21.4, 23.3, 26.9, 28.5, 42.8, 50 and 60, respectively. Of the 
ten non-German museums, three have 350. 500, and 900 text- 
books ; four have from 1000 to 3000 ; and three have from 
6000 to 7193. One reports none. For four museums the text- 
book collection, stated in percentages of the total library, is as 
follows: 9.2, 30, 75, and 85.7 respectively. 

4. Pamphlets (Column 5, Table II-B) : Educational pam- 
phlets, i.e., school programs, regulations, reports, etc., are re- 
ported as present in fourteen German libraries ; in five not present ; 
of non-German museums, twenty report such a collection, and 
one reports none. Altogether, therefore, of forty museums, 
thirty-four (85%) have collections of educational pamphlets. 

5. Special Library Collections (Column 6, Table II-B) : 
Notes are given regarding special collections. Among the Ger- 
man museums in six libraries, there are special collections of 
literature for children ; there are two historical collections ; Pro- 
fessor Schaefifer's library of science, in connection with the 
Schaeffer Museum at Jena, should be mentioned ; one museum 
restricts its collection of books to those bearing on teaching 
appliances; and in one other case (Kiel) the library is intended 
to include books written by teachers of the province, or books 



259] Museums of Education 65 

bearing upon its schools. Among the non-German museums, 
four report collections of children's literature ; three report asso- 
ciated educational libraries under independent management; 
Buenos Ayres, Montevideo and Chartres have an educational 
library and museum combined, as expressed in their titles ; Athens 
has a collection of catalogues of foreign schools for parents who 
desire to send their children abroad to be educated ; and several 
museums maintain reading rooms with educational journals on 
file in connection with their libraries. 

6. Catalogues : The organization of museums and libraries 
is indicated somewhat by the situation regarding catalogues 
(Columns 7-8, Table II-B). Among German museums twenty- 
six seem to possess catalogues of their objective collections; of 
these, twelve have catalogues in written form only ; five, printed 
catalogues only, and nine have both. Twenty-two libraries seem 
to possess catalogues of their book collections, eleven having 
written catalogues only ; two, printed catalogues only ; and nine, 
both written and printed catalogues. Among non-German 
museums : ( i ) ten report printed and one a written catalogue 
of objective collections; three report no museum catalogue; (2) 
sixteen museums report library catalogues, fourteen having 
printed catalogues and two both printed and written ; three report 
no library catalogue. Altogether, thirty-seven at least have 
catalogues for objective collections, and thirty-eight at least have 
library catalogues. Doubtless these numbers are too low. 

These catalogues vary in value. Of German catalogues, the 
library catalogues of the Leipsic Library and Berlin City Educa- 
tional Museum are noteworthy. Among the better German 
museum catalogues are those of the Schaeflfer museum at Jena, 
and of the Breslau Museum, and the Hamburg Exhibition circu- 
lars. Of non-German catalogues those of Zurich and Amster- 
dam are two above the average and may be described briefly. 
The Pestalozzianum at Zurich has issued a separate library cata- 
logue (i88o-3d edition 1899, with many supplements) and a 
separate catalogue of the objective collections (1897, with many 
supplements). There are also two special catalogues: 'The Divi- 
sion for Industrial Improvement Schools," and the catalogue of 
"Children's and Popular Literature." The catalogue of the col- 
lections is of 252 pages and includes illustrative material, text- 



66 Teachers College Record [260 

books, teachers' manuals, practice books, school architecture and 
school furniture. It has seven main divisions: (i) natural ob- 
jects; (2) models; (3) apparatus; (4) reliefs, globes, charts 
and maps; (5) pictures, tablets and printed works; (6) text- 
books, teachers' manuals, and practice books; (7) the school 
building, its surroundings and furnishings. The entries give a 
description, the price and the publisher's name. The Amster- 
dam catalogue, dated 1898, is of 252 pages ; it is divided into 
twenty-two sections according to subjects of instruction, with one 
or two other topics, as school architecture and furniture ; text- 
books and apparatus are classed together under one heading 
instead of in separate parts of the catalogue as in some museum 
catalogues; the entry gives a brief description, with the publish- 
er's name and often the price. The catalogue in both cases makes 
plain to persons living at a distance possible materials of instruc- 
tion in the various school subjects. The experience of the Paris 
museum regarding catalogues of its library should be quoted : a 
general printed catalogue was projected and two volumes printed 
about twenty years ago, but the effort to issue a complete printed 
catalogue was given up ; instead, a manuscript catalogue of over 
100 volumes has been made ; recently, the museum has under- 
taken to present, in individual printed catalogues, lists of certain 
valuable parts of the library. 

IV. Activities of the Museums 

The data regarding the activities of the museums (Table III- 
A) is presented, in turn, as regards (i) loaning of exhibits, (2) 
loaning of books, (3) visitors, (4) hours open, (5) temporary 
exhibitions, (6) publications, (7) lectures for teachers and for 
the public, (8) information bureau, and (9) other special services 
rendered. 

I. Loaning of Exhibits (Column 2, Table III- A) : Of twenty- 
six German museums, fourteen report that they loan objects from 
their collections, and twelve that they do not ; of twenty-six non- 
German museums, seventeen report such loans and nine report 
negatively. That is, of fifty-two museums, thirty-one (59.6%) 
report that such loans are made. For thirteen museums, the 
number of loans is given ; seven are 100 or less a year ; the others 
are 150, 500, iioo, 2000, 2263, and 18,000 (Bern). These loans 



26i] Museums of Education 67 

of objects go in a few cases (Kiel, Stuttgart, Lisbon, Genoa and 
possibly others) to schools to be used directly in teaching; in so 
far, the collections serve the purpose of a school museum. Kiel 
receives a grant of money on condition that the exhibits bought 
be so used; Stuttgart loaned 2916 educational objects and books 
in 1895, which were sent carriage free one way and were largely 
used in instruction in drawing. The loans in other cases go to 
teachers, school officials and other individuals for inspection and 
study, and to teachers' meetings and conventions for public exhibi- 
tion. The most noteworthy plan is the practice of the Rostock 
museum, which sends parcels of new teaching appliances over 
four different circuits, including forty-two different places of 
exhibition and inspection. The Copehagen museum has cir- 
culated exhibits and arranged public meetings with lectures on 
school architecture, h3'giene, etc., to accompany them; indeed the 
museum began in such exhibits. The Paris museum manages a 
large circulating service of lantern slides throughout France which 
amounted to 32,060 loans in 1904-5. The St. Petersburg museum 
and that of the London Guild also maintain loans of slides. The 
Genoa museum has performed a useful service in loaning models 
of school desks to school officials in other cities. 

2. Books Loaned (Column 3, Table III-A) : Of twenty-six 
libraries in connection with German museums, all but one report 
that books are loaned ; of twenty-five non-German museums, 
twenty-four report book loans. That is, of fifty-one museums, 
forty-nine (96%) loan books from their libraries. For twenty- 
seven, the number of book loans per annum is given : three loaned 
100 or less per annum ; eight loaned from 100 to 250 ; four loaned 
400 each; six from 800 to 1640; and the remaining ones as fol- 
lows: 2000, 3500, 7200, 8000, 9000, and 18,775 (Paris). The 
Leipsic Library loaned 15.538 books. A comparison made for 
twenty-one libraries of annual circulation with total number of 
books (Column 3, Table II-A. and Column 2, Table III-B), gives 
the following results: for nine museums, the percentages vary 
from 2% to 9.3% of the total number of books; for one, it is 
14.6% ; for six it varies from 20.6% to 26% ; two are 36.3% and 
2>7% ; two are 41.6% and 44.4% ; one is 52.9% and one is 123.6%. 
For the Leipsic library, the factor is 12%. Of fifteen reporting 
regarding loans by mail, thirteen make such loans and two do not ; 



68 Teachers College Record [262 

the Berlin German Museum makes large loans by mail (Column 
4, Tablelll-A). 

3. Visitors (Column 5, Table III-A) : Sixty-three museums 
report visitors, and for twenty-three German and twenty-three 
non-German museums the number of visitors is given. Of the 
German museums, five report 100-200 visitors ; six report 227- 
400; one reports 596; five report 1000; live report 2000-3000, and 
one reports 4000. Of the non-German museums, four report 
100-200; two, 300-400; three have 600 each and three, 900-1000; 
three, 1200-2000; two, 2500-3000; two, 3300-3800; two, 4000; 
one, 8000; and one (Tokyo) has 49,775. Comparing the two 
series, the non-German museums have the larger attendance, as 
might be expected from institutions the majority of which are 
national. It should be said that these figures in many cases are 
too small, since the number is often taken from the register in 
which visitors are asked to sign their names. The large number 
for the Tokyo museum represents in part the general public, and 
it includes, too, groups of public school pupils with their teach- 
ers. Teachers and teachers-in-training are in general the most 
significant visitors ; Belgrade, Zurich and other museums men- 
tion regular visits by classes from normal schools, and the 
Breslau museum in 1905 was visited by twenty-two seminar 
classes (also seven classes from middle and higher schools), and 
from certain seminars, classes come annually ; the Hamburg 
Exhibition has similar visitors and provides a small lecture room 
for explanations. 

4. Hours Open (Column 6, Table HI-A) : Data regarding 
the hours open per week is given for twenty-four German and 
twenty-four non-German museums. Twenty-six are open from 
one to six hours respectively ; five, from nine to seventeen hours ; 
three from twenty-three to thirty hours ; four from thirty-five to 
thirty-eight hours ; nine from forty-two to forty-nine hours ; and 
one is open fifty-four hours. Comparing the German and the 
non-German museums, seventeen German museums and nine non- 
German museums are open six hours or less per week ; five Ger- 
man and twelve non-German museums are open over twenty-five 
hours per week. That is, the non-German museums, are in gen- 
eral open for the longer periods. Besides those listed, four other 
German museums are opened irregularly or on request. 



263] Museums of Education 69 

5. Temporary Exhibitions (Column 7, Table III-A) : Of 
German museums, twenty-one report that temporary exhibits have 
been held and six that they have not ; fifteen non-German 
museums report such exhibitions and seven report negatively. 
That is, of forty-nine museums, thirty-six (73.4%) report tem- 
porary exhibitions. Some of the subjects represented in tempo- 
rary exhibitions are : children's literature, history of schools and 
education, pictures and art for the school, art for the home, man- 
ufacturers' exhibits of special groups of teaching appliances as 
for geography, drawing, and other subjects, exhibits of pupils' 
work as in manual training and other lines. These temporary 
exhibitions are often held by the museums in connection with the 
meetings of teachers' associations ; and are occasionally organized 
at distant points. They are sometimes planned with great care, 
if one may judge by the printed catalogues issued. Temporary 
exhibitions are also employed by the museums to bring the newest 
products of the trade to the attention of teachers ; such exhibits 
often become permanent accessions through the generosity of 
publishers. The Paris museum has a definite plan of a section of 
temporary loans from publishers in each of its departments. The 
Amsterdam museum has a set of regulations governing loans 
from manufacturers and publishers. The Rio de Janeiro museum 
has as one feature an annual exhibit of pupils' work. Temporary 
exhibitions on a large scale are sometimes made by the museums 
at expositions ; that of the Russian museum at Philadelphia in 
1876 was a striking example. 

6. Publications (Column 8, Table III-A) : Of German 
museums, sixteen of twenty-five, and of non-German museums, 
nineteen of twenty-nine seem to have issued some form of pub- 
lications other than catalogues and reports. The publications 
are of three distinct types: (i) Many museums (ten outside of 
Germany, at least, and several in Germany) issue a periodical 
publication or journal which may be a general educational journal, 
as the French Revue Pedagogique which is related to the Musee 
Pedagogique, though not its organ ; or an organ of publicity for 
the museum, as that of the Festal as::: iattum at Zurich. Such a 
medium reports accessions, exhibitions, reviews of exhibits and 
other items relating to the museum. Sometimes a section in a 
teachers' paper, or a supplement to such a paper, serves as the 



70 Teachers College Record [264 

organ of the museum ; the Hildesheim museum owns an educa- 
tional paper which is at once a means of publicity and a small 
financial asset. (2) Monograph studies have been issued by at 
least six museums : Paris, Madrid, Copenhagen, Rio de Janeiro, 
Breslau and Eisenach. Those of the Musee Pedagogique of Paris 
are among the most important of educational monographs ; 
Breslau has a series of important publications, now numbering 
seven, including its catalogues, reports on special collections, 
and four invaluable numbers on the history of educational mu- 
seums ; and the Froebel Museum at Eisenach is publishing original 
Froebel documents, eight of which are already prepared. (3) 
Several museums have published or issued school materials, usu- 
ally in countries not yet well supplied with them : the St. Peters- 
burg museum has published a number of books for the use of 
soldiers ; the Rio de Janeiro museum has issued modifications of 
French illustrative material ; one of the Vienna museums secured 
the publication of charts by the government; the society which 
organized the Athens museum has issued a large number of books 
for school use and popular reading, and has secured the introduc- 
tion into Greece of foreign charts for school use. Among Ger- 
man museums, the one at Augsburg publishes books (fourteen 
listed in 1904), report-forms, and has brought out apparatus for 
arithmetic, a school desk, and other equipment, especially the 
productions of local teachers. 

7. Lectures for Teachers and Public (Columns 9 and 10, 
Table III-A) : Seven of twenty-four German museums and 
twenty of twenty-six non-German museums have arranged 
occasional lectures and conferences of a professional nature for 
teachers. Three museums at least, Berlin, Paris and Madrid, 
have given continuous series of lectures or instruction for teach- 
ers. The Berlin city museum and the Madrid museum have 
offered regular instruction in physics and chemistry, with labora- 
tory practice ; the Paris museum has given lectures on school 
administration and other subjects. This instruction of rather a 
formal nature has been intended to assist teachers already hold- 
ing positions, or those preparing for examinations. Lectures are 
sometimes held in connection with special exhibits ; more fre- 
quently "conferences," or meetings to discuss some set topic, have 
been held at the museum. Breslau gives a considerable number 



265] Museums of Education 71 

of public lectures which have grown naturally out of explana- 
tions of the physics apparatus collection ; the Hamburg exhibition 
(and others similarly) is visited by groups of teachers-in-training 
who receive lectures on teaching apparatus ; Hannover gives occa- 
sional lectures in physics and chemistry, and has a large lecture- 
hall which will be used systematically by both pupils and teachers. 
A tendency is noticeable toward joining educational museums to 
institutions which train teachers: the Tokyo museum, once inde- 
pendent, has been annexed to the Higher Normal School ; the 
Director of the Paris Museum, in his report for 1904-5, suggests 
that the museum should find its real function, in connection with 
the higher normal schools and the University of Paris, in the 
preparation of secondary teachers. 

Eight museums report lectures for the public ; twenty-eight 
report none. It may be said, therefore, that the educational mu- 
seums do not generally attempt to furnish lectures for the general 
non-professional public. 

8. Information Bureau (Column 11, Table III-A) : Twenty- 
two of twenty-eight German museums and twenty-six of twenty- 
eight non-German museums undertake to furnish information 
regarding teaching appliances and other matters of educational 
interest. This is to be regarded as one of the most important 
functions of the museums. 

9. Special Services (Column 12, Table III-A) : A few 
unclassified functions of certain museums may be noted : Six 
museums mediate sales of the teaching appliances which are on 
exhibition ; one of these further publishes certain appliances 
itself ; two museums undertake to test and approve teaching ma- 
terials, and all probably exert a critical influence in the sale of 
appliances. The function of museums in introducing appliances, 
especially into countries deficient in such aids, should be noted : 
the Japanese museum formerly supplied thousands of sets of 
illustrative material annually ; the Russian and Canadian museums 
were especially successful in encouraging domestic manufacture 
of objects of school equipment and appliances for teaching. 
Four museums at least loan collections of lantern slides. One 
arranges art exhibits and holds illustrated lectures of general 
educational bearing as a means of popular education ; in one, lec- 
tures for school children have been held, and in another thev are 



^2 Teachers College Record [260 

contemplated. The Breslau museum has organized a system of 
exchanging duplicate exhibits among the German museums ; and 
the Swiss museums have an active Union for furthering their 
common interests. The permanent collections and temporary 
exhibitions devoted to children's literature indicate an effort to 
set standards in this field ; this is true among the museums both 
in Germany and elsewhere ; the Oldenburg museum has a special 
committee on children's literature, acting in cooperation with a 
national committee ; and Hildesheim has issued lists of children's 
books. 



CHAPTER IV 

MUSEUMS OF EDUCATION: THEIR ORGANIZATION 
AND WORTH TO AMERICAN EDUCATION 

In previous chapters references were made to the educational 
museums and exhibits which have been organized in America, 
and the general characteristics of the educational museum move- 
ment elsewhere were presented. In the present section, the ques- 
tion of the usefulness of such museums is discussed, and there 
follows a systematic statement of the principles of their organiza- 
tion. This procedure involves some restatements in the system- 
atic section, but clearness will be served thereby. 

I. The Utility of Educational Museums 

Education is a personal process and as such may be directly 
represented by museum methods only as regards the objective 
means and other material factors which condition it, and the 
material results which it produces ; personal phases, whether of 
aims, means, methods or results, can be so represented only in 
terms of symbolic devices. The utility of such museums is here 
examined by considering (i) some collections possible in an 
educational museum, and (2) certain types of educational mu- 
seums. 

I. Possible Collections. There are three principal objective 
groups which are open to direct museum representation: (i) The 
buildings used for educational work, and their surroundings, 
furniture, furnishings, and fixed equipment — in brief, the school 
plant; (2) the equipment for teaching, including (a) the materi- 
als, apparatus, maps, charts, and other appliances for instruction, 
and (b) printed means including pupils' text-books and teachers' 
manuals — forming together what may be called the tools of teach- 
ing; (3) the results of teaching, in so far as they can be expressed 
in samples of pupils' work, records, tests, or other objective 
267] 73 



74 Teachers College Record [268 

forms. Other groups of possible collections might be named : as 
those of school administration, school hygiene, history of schools 
and of education, representations of aims, methods, and other 
phases of education. But in demonstrating the usefulness of 
educational collections we will refer especially to the three groups 
cited, and leave all others for mention in the proper section on 
Principles of Organization. 

A general justification of collections might run as follows: 
Educational libraries are admitted to be necessary for progress 
in the science of education, to furnish printed sources and records 
for research study. The museum of education will be just as 
necessary for the objective sections cited, school plant, tools of 
teaching, and, objective results of instruction. It may be objected 
that collections of objects are cumbersome, difficult to manage 
and expensive. To this it may be replied that nevertheless a 
comparative study of objects is necessary where the final reality 
is of objects. Or it may be urged that books discussing school 
plant, tools of teaching, etc., are convenient and are sufficient. 
But to be valid these books must be based on the real objects, and 
objects should also be present for verification and illustration. 
Schematically, one may say that the progress of educational 
science as regards these topics requires (i) the study of first- 
hand objects, as they might be presented in museum collections; 
(2) the publication of results, which become available in printed 
form for distributing knowledge; (3) the conserving of typical 
material, at least, of that written up in books ; (4) the constant 
gathering of new material for fresh generalizations. In brief, 
the progress in organized knowledge regarding these important 
objective sides of education will necessitate the maintenance of 
collections of appropriate material at centers of research, quite 
as much as is necessary in natural science. On the next level, 
that of diffusing knowledge already known, such collections would 
be invaluable in illustration of principles and in endowing infor- 
mation with the vitality of first-hand experience. 

In particular, it may be urged further: (i) as regards the 
problems of the school plant : A center of collections and research 
would accumulate data on vexed points, as types of school desks, 
laboratory desks, lighting of schoolrooms, playgrounds, locker 
schemes, and the hundred other details that arise for solution with 



269] Museums of Education 75 

every new building ; would advise school boards and architects ; 
and would record progress as made, in printed form, lantern 
slides, sets of plans, etc., and thus make it widely available. 
Historical exhibits showing the evolution of the school house 
would be of public interest in museums open to visitation, and as 
well vital and striking topics of present moment in school admin- 
istration, like ventilation and playgrounds. Research collections 
on buildings and furniture would be needed perhaps only in a 
national museum of education and a few centers of advanced 
study; but small teaching collections, partly of real objects, and 
partly of illustrations coming from these larger centers, would be 
useful in every place where teachers are trained. (2) As regards 
collections illustrating teaching appliances, or the teacher's tools : 
An example of historical research is afforded by Hiibner's study 
of all the series of charts issued for religious instruction in Ger- 
many, which form a complete section of the Breslau Educational 
Museum. The subject of teaching appliances, both as a whole 
and in the individual school subjects, offers rich returns for study 
in its relation to school practice. It would not be an impossible 
undertaking to gather together the appliances, apparatus, maps, 
etc., of all kinds, and as well the text-books, for all subjects and 
grades of public education, as material for research. For, first, 
the proposal is less sweeping than it appears since in many cases 
a sample would represent a series ; second, and more important, 
one needs to be free of the museum superstition that all material 
must be exhibited in glass cases — really it should largely be stored 
away in cupboards, compactly and in classified order, much as 
books go on shelves. Such a series would ofifer opportunity for 
most significant research and experimentation. For public 
visitors, historical and comparative exhibits would again be inter- 
esting, as the teaching equipment of an Ichabod Crane compared 
with that used to-day ; or, if the museum were in a teaching insti- 
tution, periodical displays drawn from storage to illustrate 
instruction, interspersed with manufacturers' and publishers' ex- 
hibits of the latest books and productions. With complete collec- 
tions in reserve, public displays of a systematic character would 
be possible as occasion demanded ; for example, the materials for 
teaching of mathematics could be exhibited for a meeting of 



76 Teachers College Record [270 

mathematics teachers. Again, much material would be worked 
up into printed form, illustrations, and lantern slides, making 
possible its use in less favored centers of teaching where only 
small typical collections of appliances would be maintained. If 
the one or more central collections became over-large, series 
which had been written up could be reduced and only typical 
exhibits of historical significance retained (the "types" of natural 
history collections, i.e., objects or specimens which are represent- 
atives of new species). Such collections would not only give 
rise to critical studies, and to definite instruction regarding teach- 
ing appliances as they are, but it would react on the production 
of better appliances, and on the international exchange of ideas. 
To-day, Germany leads the world in "Lehrmittel," and America 
suffers from a dearth of useful aids in teaching. One would 
hope for no less improvement in text-books, both as concerns 
subject matter and form of publication. (3) As regards collec- 
tions of the objective results of teaching: It is to be noted that 
they may be particularly complete in the expressive subjects — 
writing, mathematics, manual training and the fine and applied 
arts — and that in no school subject do objects register all the re- 
sults sought or achieved in education. Such samples of pupils' 
work may prove useful in two ways: (a) as measures of school 
work and (&) as illustrations of school work. If pupils do tasks 
under set conditions, uniform through a series, the results may 
be made to "measure" the ability and attainments of pupils, 
grades, school systems, or other items desired. In cruder ways, 
one may say that samples of pupils' work serve as "illustrations" 
of courses of study and of school systems, and on this level are 
most of the exhibits of children's work so far held. In these 
samples of pupils' work, however, resides an accurate agency for 
examining school performance and as "measures" they offer a 
Vv^ide and promising field of educational research. Museums of 
education could gather this data, and with it of course all other 
school records reducible to measures, and elaborate it by their 
own staff or through other scholars and students. The accumu- 
lation of intelligible data capable of statistical treatment (and as 
rapidly as possible its reduction and publication) would be one 
of the most evident services of museums of education. In the 
training of teachers, too, it seems that samples of pupils' work 



271] Museums of Education 77 

have an illustrative use not yet appreciated. It should be said 
here that the almost exclusive attention in exhibitions to samples 
of pupils' work, often unmeaning if not misleading, has been a 
limitation to educational expositions and annual school exhibits. 
On the other hand, these occasions have furnished rough measures 
of educational progress and have contributed to the consciousness 
of education as a public function. 

2. Certain Types of Educational Museums. The utility of 
educational museums will take on substance if, before we pass 
to our systematic statement of the principles of their organization, 
we sketch concretely the following types of museums: (i) An 
educational museum in an institution for training teachers; (2) 
a city educational museum; (3) a state museum; and (4) a 
national museum of education. 

I. A Museum in an Institution for Training Teachers: In 
such an institution there are three essential material means w^hich 
may be employed in training teachers, (a) a model school for 
observation and practice teaching, {b) a library of educational 
books, and (c) a museum which contains types of school equip- 
ment, the objective tools of teaching in kindergarten and grades, 
and selected examples of results of children's work as in hand- 
writing, constructive activities, etc.^ Practice school and library 
are doubtless the more important, as their earlier development 
attests ; but museum collections of a professional character have 
a great, and little appreciated, value. Many institutions already 
have school museums, i.e., collections of illustrative and teaching 
materials to be loaned for instruction in the schoolroom. These 
collections could, in part at least, serve at the same time as an 
educational museum if they were but utilized in the professional 
instruction of the method courses. This suggests two points : 
(a) normal schools and higher training institutions might without 
delay take advanced ground by including in their courses reflec- 
tive, critical study of equipment, teaching materials, samples of 
pupils' work and other objective material now at hand but as yet 
wath unrecognized possibilities; {b) institutions with school 
museums might catalogue and organize the collections also for 
professional teaching, and in such cases museums with double 

' For this comparison, credit is due Professor Bergstrom of Indiana 
University. 



yS Teachers College Record [272^ 

functions, a school museum and an educational museum, might 
be developed, with certain collections common to both purposes 
and certain pertaining to each exclusively. The educational 
museum in such institutions would serve partly as a storehouse 
from which material could be taken out for lecture purposes and 
class discussion. 

Consider, for example, the following list of detailed exhibits 
possible in a single typical field, — handwriting in the schools, and 
the utilities inherent in them for class-study and individual exam- 
ination : I. Materials for writing : ( i ) historical — wax tablet, 
stylus, ink horn and reed pen of the East ; quill pen ; writing slate 
and pencil, etc.; (2) present-day materials: (a) writing with 
paper and ink, samples of papers, inks, penholders, points, blot- 
ters; (b) writing with paper and pencil, similar exhibits. 11. 
Methods of teaching: (i) teachers' manuals, (2) sets of copy 
books in various systems; (3) charts, model alphabets, etc., for 
copying; (4) sets of exercises; (5) historical collections. III. 
Results of instruction, samples of work: (i) facsimile copies 
of blackboard writing; (2) samples of the child's first writing in 
large free hand on large sheets of paper; (3) systematic dis- 
plays of copy books, illustrating progress of children under slant, 
vertical and other systems, year by year, or through a school, if 
possible for identical children ; (4) writing as taught in connec- 
tion with composition ; (5) results of writing taught under various 
conditions, as to place in curriculum and time devoted to it. 
With such collections feasible, it seems likely that a utilization of 
even a part of them would add force and accuracy to instruction 
in methods of teaching writing. Or, consider the topic "appre- 
ciation of literature." Can it be represented in a museum collec- 
tion in a way to add usefully to instruction regarding the teaching 
of literature ? Possible collections might be : I. Means: (i) books 
for children's reading, selected and graded according to the best 
standards ; (2) supplementary books, as biography, travel, etc. ; 
(3) illustrative material, as maps, pictures, stereograms (Ger- 
man schools, for example, have a special map showing the scene 
of the play of Wilhelm Tell). II. Methods: (i) teachers' man- 
uals; (2) samples of children's notebooks and composition work, 
drawings, records of dramatic work, and other means of expres- 
sion; (3) courses of study showing place of literature in course 



273] Museums of Education 79 

of study, its relation to other studies, etc. Reviewing this, one 
recognizes it as machinery for cultivating literary appreciation; 
the real vital center of the study, the ripening and widening of 
experience on the part of the pupil, and literature regarded as a 
treasure house of human experience which through the teacher's 
life enters into that of the pupil — all this is personal and cannot 
be directly expressed in the objective. The objective machinery of 
literature teaching can be shown, however, and this as an aid 
in explaining method has its use for the young teacher. 

Enough is said to show that training institutions might grad- 
ually accumulate collections which would be a valuable adjunct 
to professional teaching, and that an educational museum would 
be effective, as Goode has it, "for the training of specialists."^ In 
the higher professional institutions, musevim collections would 
assist research. They would provide material for the study of 
the objective side of the school buildings, equipment, teaching 
appliances, text-books, systems of records, samples of pupils' 
work in the different subjects of the various grades, etc. The 
museum, too, could gradually accumulate some historical sections 
of such material. The museum would also be the place for pub- 
lishers' and manufacturers' displays of books and apparatus ; for 
selected temporary exhibits of pupils' work ; and for itinerant 
exhibits sent out from some central state or national museum ; 
and the institutional museum itself might loan out such exhibits 
to less favored institutions, or to teachers' institutes. 

2. City Educational IMuseum : A city educational museum 
may conceivably be organized either in connection with a school 
museum, or separately, (a) It should serve the teachers-in-train- 
ing in city normal schools precisely as the educational museum of 
an institution does its students, (b) It should furnish exhibits 
of pupils' work to illustrate points in theory in the instruction 
given the city's teaching staff at teachers' meetings and confer- 
ences, and especially during changes in the curriculum and the 
introduction of new lines of work, as manual training, or art. 
Selected exhibits of pupils' work illustrating definite problems 
or topics exhibited in some central place, or, if the city is large, 

' The person who has a general interest in museums will find the 
articles by G. Brown Goode, formerly in charge of the U. S. National 
Museum, very suggestive. (See Bibliography.) 



8o Teachers College Record [274 

moved about from point to point, with accompanying conferences 
and discussions, would be invaluable in setting up definite, plainly 
understood standards for teachers and in furnishing motive power 
to carry them into practice. The clearness and the appeal of the 
concrete is too little taken advantage of in such situations. In 
the single problem of bringing new teachers into harmony with 
the system, illustrative exhibits would be justified, (c) A city 
museum should preserve as records typical samples of pupils' 
work in the standard subjects, selected so as to be truly repre- 
sentative. A definite number of test papers in arithmetic, com- 
position and spelling, say, written each year and filed away, 
would in large cities at least have decided value in measuring 
progress and results, and would furnish material for educational 
research, {d) Such museums, in some cities at least, should 
emphasize the research work of an educational laboratory. The 
schools of one American city have had a psychological laboratory. 
Such research work, whether psychological, hygienic, architec- 
tural, educational or otherwise, that concerns education, might 
in time center about the educational museum of a city. Research 
so far has been largely a function of the university. There is no 
basis for belief that it must remain there alone. Attempt to con- 
duct scientific studies of a city's schools from outside, say from 
a university, are always at a disadvantage ; the cities already play 
at research in part of the functions of the city superintendent of 
schools ; as this office comes to be filled with men trained in 
scientific methods of investigation, accurate knowledge will be 
sought regarding the efficiency of school methods, and measure- 
ments instead of opinions will dictate policies. Then in the 
museum-laboratory will be located the controlling mind of a 
city's educational work. In this respect the museum should in 
time come to guide the hands of school administration, {e) The 
educational museum should have a very positive and definite rela- 
tion to the greater public, the taxpayer and the parent. Education 
is a conscious process — at least the most significant educa- 
tion is ; and this consciousness is individual and social. A city 
museum of education should exhibit all the educational resources 
of the city, all the schools, institutions for technical training, art 
and other museums, and all centers for specific or general edu- 
cation. It should be a place where the parent can be informed 



275] Museums of Education t>i 

of what the schools are doing for his children ; where the parent 
(and the child too) can come for guidance at the critical time 
when a girl or youth leaves school and goes to work, and yet 
often might go on to a better education if he knew the facilities 
his own community offered. The need of a better-informed 
social consciousness regarding education is urgent in even the 
smallest community. The taxpayer has a right to know about 
the schools. The annual school exhibit of American schools 
contributes to this end once a year now. The museum should 
by special exhibits inform the public on live educational questions 
e.g., "What are fads and frills?" "Equal work for equal pay," 
"What is meant by 'Industrial Education'?" Certainly, through 
itinerant exhibits shown in various schools in the city with ac- 
companying lectures, conferences, and discussions, the policies 
of a school board could be cleared of the charge of autocracy. 
A school museum could thus aid in educating the public regarding 
education. 

3. State Educational Museum : An educational museum 
organized by a state might advance education in the following 
ways at least: (a) By loaning exhibits to school boards which 
would give information regarding school architecture and equip- 
ment, as photographs of buildings, models of school desks, etc. 
{h) By loaning exhibits which would tend to secure the intro- 
duction of desirable subjects of study, as art, manual training, 
industrial education, etc., or which would give suggestions to 
local teachers regarding these subjects when introduced; and by 
similar exhibits loaned to teachers' institutes, normal schools, 
teachers' association meetings, and shown on other public occa- 
sions, (c) By displaying fixed exhibits of desirable equipment 
for teaching with reports available for distribution; especially 
exploiting new and promising ideas appearing elsewhere and 
securing their introduction into the schools of the state, {d) By 
arranging exhibits which show the educational resources of the 
state, for the purpose of informing legislators and the general 
public always drawn to the capital as a center of interest, {e) 
By forming, in connection with a state educational library, the 
archive for record of educational work in the state ; and to this 
end, cumulative objective records carefully selected for the light 
they will throw on educational methods and results should be 



82 Teachers College Record [276 

preserved as measures of educational progress. (/) Bv encour- 
aging the scientific study of education, if possible by research 
carried on by its own staff. 

4. A National Educational Museum: The possibilities of a 
national museum of education for the American states is fore- 
shadowed by what has already been said. Whether local mu- 
seums are established or not, a national museum of education 
surely should be, and it might gather up many of their functions 
and add others. It should, together with the library already 
existing at the Bureau of Education in Washington, come to 
serve American education in the following ways at least: (a) It 
should furnish a display of selected exhibits illustrating the 
typical educational institutions of the country, from kindergarten 
through the university, with regard to aims, organization, equip- 
ment for teaching, methods, and results. With especial propriety, 
series of exhibits could be shown illustrating the place of educa- 
tion in the history of civilization and the development of edu- 
cation in America from the first; and, finally, other objective 
displays could doubtless be devised which would make plain in a 
vital way the function of education in a democratic society. 
Such a museum would attract countless visitors and would help 
very much to give education consciously its rightful place of high 
national importance. (&) The museum should be a national 
clearing house of educational information, especially in all that 
concerns comprehensive views of national education and the 
exchange of educational ideas between states and between foreign 
countries and our own. In such a movement as the present 
influx of the ideas of European industrial training, the Bureau 
is the partial means of transfer. A national museum of educa- 
tion could specifically aid in this transfer by fixed exhibits in 
Washington and itinerant exhibits throughout the country, 
which would illustrate industrial education by photographs, charts 
and small displays of pupils' work. Sets of lantern slides, pre- 
senting the same material for widespread use, would give a 
more flexible basis of operations. Printed reports there are 
always in abundance, but there is in question here only means 
specifically germane to a museum. Such a national museum 
should be actively united with other educational museums, state 
and city, in the circulation of exhibits, in gathering material for 



2^^] Museums of Education 83 

scientific study, and in other cooperation, (c) The national mu- 
seum and library of education should advance scientific study by 
collecting material, printed aand objective, for the use of students 
and scholars ; and by the investigations of its own staff. A single 
study of school desks (which lies in the museum field) sufficiently 
thorough, painstaking and unflinching to set standards for the 
whole country would justify a decade's expenditures for the 
museum, (d) The museum could become a national bureau for 
standardizing school supplies, building equipment and teaching 
appliances for the whole country. This function could rest on 
two premises : ( i ) education is a function of state government, 
and states possess the right, though largely unexercised up to the 
present, of determining such standards; (2) practical consider- 
ations demand single standards for the whole country, set by dis- 
interested and competent authority, and these a national museum 
could furnish subject to approval and enforcement by individual 
states. This really amounts to a proposal that the consumer 
shall exercise a control over production by consciously setting 
standards, which the producer is expected, if not compelled, to 
meet. Society seems consciously forming a new means of con- 
trol at this point at present, as illustrated by the recent Federal 
Pure Food and Drug Law. Whether or not in regard to material 
goods required for educational purposes, we were ever to go to 
the point of standards approved and enforced legally, the sug- 
gestion is not far afield that a national bureau which would 
determine standards regarding such points, say, as school furni- 
ture and type, paper, illustrations and bindings in school text- 
books, would very speedily effect reform and achieve great eco- 
nomic savings in these regards ; and this would result even if the 
program were to rely entirely on the cupidity of competition, and 
the force of public opinion. 

From these considerations of the usefulness of educational 
museums, we will pass now to the second division: a statement 
of the principles which seem to underlie their organization. 

II. Administrative Principles for Museums of Education 

The educational museum may be defined as the institution 
which conserves objective collections related to the schools and to 
education, including objective material of all kinds, and as well 



84 Teachers College Record [278 

text-books, teachers' manuals, and the other books which may be 
proper museum materials, and which utilizes them for the in- 
crease and diffusion of knowledge regarding education. The 
administration of the educational museum is presented under 
topics : A, Relationships ; B, Types of museums ; C, Functions ; 
D, Collections ; E, Management. 

A, Relationships of the Educational Museum: The educa- 
tional museum has certain relationships to other institutions : the 
school museum, the educational library, the educational labora- 
tory, the model school, the school exhibit and educational exhibi- 
tion, and the manufacturers' exhibit ; and relations to other points 
of organized society will be mentioned in Section B, on Types 
of Museums, below : 

1. The school museum exists for the schoolroom; its collec- 
tions are employed directly in teaching children. The educational 
museum exists for education as a profession, a science, and a 
social institution ; its collections are to aid in training or improv- 
ing teachers, in informing the public about education, and in ad- 
vancing educational science. The contents of the two will agree in 
part, in that both contain teaching materials and appliances. They 
differ in this, that the school museum contains only the material 
means of teaching and these as fully and completely as possible ; 
the educational museum contains these means of teaching, but 
only in typical illustrative exhibits, not necessarily in complete 
sets, and in addition it contains all manner of other objective 
exhibits regarding education (Section D, below). The educa- 
tional museum and the school museum may properly exist in 
institutions and in city school systems, as a single organization. 

2. The educational library contains all printed material re- 
lated to education; the educational museum contains all objective 
collections. The museum, however, includes all printed material 
more properly treated as exhibits for inspection or as gross data 
for elaboration, than as books for circulation : namely, collections 
of school text-books, teaching manuals, archives of school cata- 
logues and reports and perhaps bulky works on school archi- 
tecture. Besides this printed material which goes into the col- 
lections of the museum, the museum should have a working library 
of its own, to include catalogues of school appliances, text-books, 
and other materials germane to the museum, and especially all 



279] Museums of Education 85 

printed books which will throw light on the museum's collections 
and aid in their care and utilization. Educational books, as such, 
are not germane to the museum. An educational library and a 
museum, it is evident, are supplementary agencies and could best 
be joined in a single institution ; or where either exists alone, it 
should undertake something of the work of the other. 

3. The educational laboratory would undertake advanced 
investigations in the science of education, and would gather 
books and objective collections as demanded by the investigations 
undertaken. It would have no function of public visitation, as the 
jnuseum, or circulation of its resources, as the librlary. Its acti- 
vities are centered in the studies of its staff. A laboratory might 
be organized as an adjunct to a library, but there would be re- 
quired a separate staff, as librarians are not trained to research ; 
this "separate research staff" is present in the case of a higher 
teaching institution, as the college, where the faculty with its 
scholarly projects takes on this function. A laboratory is an 
essential part of a modern museum, since in the museum the 
staff is a scientific investigating body, quite as much as it is a body 
of curators. 

4. The model school or practice school of an institution for 
training teachers might be called a dynamic museum of educa- 
tion. Together with the educational library and educational 
museum, it comprises the material means of representing the 
work of education to prospective teachers, and of the three it is 
by far the most fundamental and important. 

5. The school exhibit, in American schools, is a temporary 
display of results of pupils' work, together with the school build- 
ing and its equipment, usually opened to the public for one or 
more days at the end of the school year. The school exhibition 
or exposition is a centralized display of such exhibits, chiefly in- 
cluding samples of pupils' work, brought together for a whole 
city for a longer or a shorter time ; or, it is the display of exhibits 
from a section of a country, a whole country, or from various 
countries, organized independently or in connection with some 
industrial exposition. Such educational expositions often include 
manufacturers' exhibits of teaching appliances, school furniture, 
text-books, and other materials. In so far as these exhibitions 
bring together samples of pupils' work, and exhibits of city and 



86 Teachers College Record [280 

state systems of schools and of institutions, or other displays 
which have been prepared disinterestedly, so far they do tempo- 
rarily part of what educational museums do permanently. In so 
far as manufacturers' exhibits enter in a pure spirit of business 
competition, the exposition is of a different genus from that of the 
educational museum. The temporary exhibit has most frequently 
limited itself to exhibits of pupils' work. 

6. Displays of goods made by manufacturers and publishers 
at expositions or in their own establishments are on a commercial 
basis. For this reason Dr. Goode has sharply set off expositions 
from museums (save so far as educational aims and methods of 
display enter). Educational museums, however, have so far 
leaned heavily upon manufacturers in securing free samples of 
their goods as museum exhibits. Museums must not tie their 
hands by accepting favors ; they must be free to criticise, eval- 
uate, reject. Entire freedom of action for a museum can only 
be assured by an independent financial basis. 

B. Types of Educational Museums. Educational museums 
may be classified as to purposes and contents, following Goode's 
treatment in The Principles of Museum Administration. As 
to purpose, one may distinguish : (i) teachers, (2) institutional, 
(3) city, (4) state, (5) national and (6) international museums 
of education. In these cases the "purpose" is derived from the 
particular external conditions under which a museum exists, as 
serving a city, a state, an institution, or other definite organiza- 
tion. Some writers on educational museums have classified 
museums as "practical" or "ideal," according as they attempt 
practical reforms, as in schoolroom equipment for example, or 
simply aim to represent education in objective displays. Here, 
such a distinction would be classed under "functions" (Section 
C, below). With regard to their contents, one might dis- 
tinguish those museums of specialized contents, such specializa- 
tion being either ( i ) vertical with regard to education, including 
some limited subject throughout the whole range of the schools; 
or (2) horizontal, including the entire range of education in 
some limited stratum; or again, some combination of vertical 
and horizontal specialization. Examples of vertical cleavage are 
school exhibits of pupils' work only, a museum of teaching appli- 
ances only, special museums for industrial education and for deaf- 



28 1 ] Museums of Education 87 

mute education, etc. ; an example of horizontal cleavage is a 
museum for elementary education only, or for kindergarten edu- 
cation only. 

1. A teachers' educational museum is one organized by a 
teachers' association, or a special museum association composed 
of teachers, to be of direct aid to teachers. Such museums are 
the common type in Germany. 

2. An institutional educational museum is one located in a 
normal school or other institution for the training of teachers and 
finding its chief purpose in contributing to the professional train- 
ing of new teachers. In higher institutions such a museum would 
also aid in advancing research. 

3. A city educational museum represents the educational 
work of a city, aids young teachers in their work of preparation, 
and assists teachers on the staff, preserves records, advances 
research, and makes for popular intelligence regarding educatioa 
Educational libraries already exist in beginnings at least in many 
American cities, and upon these might be grafted branches of 
museum work. Those cities which maintain a bureau of supplies 
might secure one function of a museum from it, viz., an exhibi- 
tion of all teaching appliances used in the city, and with these 
could be added temporary displays of new appliances and histor- 
ical and comparative exhibits. The city museum should include, 
where possible, a laboratory for measurement and investigation 
of local education. 

4. A state educational museum represents the educational 
history and present educational resources of the state in exhibits 
of interest to visitors ; loans circulating exhibits to teachers' insti- 
tutes, city schools, and normal schools ; is a bureau of information 
for the objective side of school work and a means for introducing 
new ideas into the schools of the state ; preserves records and 
aids research. A state educational museum might be organized 
in connection with the office of the state superintendent of educa- 
tion, the state museum of science and art, or the state educational 
library. The normal relationship would seem to be that of an 
educational library and educational museum in connection with 
the state superintendent's office; on the other hand, two states, 
New Jersey and Louisiana, have made progress with educational 
museums as part of the general state museum. 



88 Teachers College Record [282 

5. A national educational museum in a similar way repre- 
sents national educational history and resources ; acts as the 
agency for furthering information between different parts of the 
country, and for introducing ideas from foreign countries ; aids 
research ; and especially is in position to exert control over the 
production of material equipment for schools, and to establish 
standards for them. The proper place for a national educational 
museum in America is without doubt in Washington in connec- 
tion with the United States Bureau of Education, where a begin- 
ning, as we have seen, has been made. National museums have 
in several cases been a strong influence in introducing better 
equipment from abroad, — as the Russian, Japanese, and Greek 
museums ; and in this respect alone an American museum might 
do valuable service in improving American schools. 

6. International museums of education may be formed under 
some favoring circumstance, to represent an international educa- 
tional movement, or possibly to provide for international exchange 
of educational ideas. The former is illustrated by the Froebel 
Museum at Eisenach ; the exchange of information alone can be 
effected by national museums. 

7. Educational museums specialized as regards contents, are 
illustrated by the former Museum of Industrial Education at 
Frankfurt, the Museum of Deaf-Mute Education at Leipsic, the 
Froebel Museum at Eisenach, and the emphasis on elementary 
education in certain general museums of education. 

C. Functions of the Educational Museum. The functions of 
the educational museum concern: (i) teachers in training; (2) 
teachers in service; (3) persons concerned with the administra- 
tion of schools ; (4) manufacturers and publishers of school 
materials, equipment and appliances; (5) the general public; and 
(6) the advancement of the science of education. The manner 
of its services in these various respects may be briefly suggested. 

1. Teachers-in-training: Exhibits of equipment to show the 
learner the tools of teaching; exhibits illustrating aims, methods 
and results of schoolroom work, school administration, and other 
topics, to reinforce the theoretical instruction received. 

2. Teachers-in-service : Exhibits to illustrate innovations 
in equipment and courses of study, and to illuminate principles 
in teachers' meetings and in study for improvement. 



283] Aluscnins of Education 89 

3. School Administrators : Exhibits, investigations, reports 
of school architecture and building equipment ; record keeping 
and new methods in administration ; and especially educational 
progress. 

4. Manufacturers and Publishers : Comparative exhibits of 
their goods; reports on facts that can be established, thus setting 
up standards; organizing juries or commissions to judge; sugges- 
tions to manufacturers of desirable lines to introduce, as from 
abroad, or of desirable improvements. 

5. The General Public: Inform parents about schools, and 
aid young people inquiring as to educational opportunities ; pre- 
sent disputed questions ; represent education in its historical devel- 
opment and its present relations to society ; in general, help make 
education a conscious social process. 

6. Advance the science of education by furnishing objective 
material for study ; by studies by its own staff ; by publication ; by 
preserving records of researches, historical material, and cumula- 
tive matter which can become the subject of future study. 

D. The Collections of Educational Mnsenms. Besides the 
limitation that education can be represented directly only in its 
objective phases, and that symbols must suffice for indicating its 
personal facts, there is one other limitation at least : education is 
a process, i.e., something going on, and can only be exhibited 
by snap-shot pictures as it were, that is by cross-section views of 
conditions at the beginning or end or at some definite stage in the 
process. With these limitations in mind, it may be said that the 
collections of an educational museum comprise objective material 
related to: (i) the aims of education; (2) school children as the 
subjects of education; (3) material means of instruction; (4) 
the school subjects and teaching methods; (5) school activities, 
(6) the results of instruction; (7) teachers as agents of instruc- 
tion; (8) the administration of education; (9) the external 
relations of education. 

I. The Aims of Education : In general these can be expressed 
only through symbols ; for example, the aim "to socialize the 
child" might be given expression in a diagram showing the rela- 
tion between the child and society ; another diagram might be con- 
ceived to express the relation of education to the past, present 



90 Teachers College Record [284 

and future; such symbolic diagrams might help the popular 
visitor at the museum to get some glimpse of a philosophical 
view of the work of education in the world; and might not be 
useless to students. Certain aims of education are practical, e.g., 
the acquiring of the school arts, or the gaining of skill, and these 
could be expressed objectively in the results achieved by the 
children, though such exhibits might be classified under 6 (below). 

2. School children, the subjects of education, might be repre- 
sented by anthropometric records, mental, photographic and 
metric. This would include phenomena of growth, racial differ- 
ences, common postures in different school exercises, mental 
capacities measured at all possible angles, etc. Such records 
would be gathered and preserved by museums conducting research 
or aiding research. Popular exhibits would include photographs 
of school children of various nationalities, and striking facts 
represented in diagrams. 

3. The Material Means of Instruction : These may be divided 
into: (i) building, grounds and plant; (2) building equipment; 
(3) teaching equipment, (i) The buildings and grounds, in- 
cluding school gardens, playgrounds, plants for heating, lighting, 
ventilating and cleaning, may be represented by photographs, 
drawings, floor and ground plans, and to some extent by models. 
(2) Building equipment .includes the permanent fixtures of a 
school building, as school desks and seats and other furniture, 
blackboards, laboratory furniture for science, manual training, 
and cooking, library and museum cases, etc. ; they can be illus- 
trated by samples, catalogues, reports of tests, etc. (3) Teach- 
ing equipment includes all movable objects and materials used in 
instruction, whether books or objects. Such equipment could be 
classified most advantageously according to school subjects, with 
a further classification according to place of use in the school. 
Such an arrangement would bring together all of the teaching 
material used in geography, such as text-books, maps, globes, 
charts, pictorial representations, models, materials for expres- 
sive work in geography, as sand tables, maps for drawing, 
etc. ; it would further classify this material as far as possible ac- 
cording to the grade or division of the school in \vhich each piece 
is most useful. A similar classification would hold for appliances 
and material in arithmetic, history, reading, writing, art, religion, 



285] Museums of Education 91 

literature and other fields of instruction. The material could 
then be studied either by subjects or by grades. Besides actual 
samples, there should be catalogues, lists of materials used or 
recommended, reports on tests and experiments, and the literature 
of teaching appliances. 

4. The School Subjects and Methods of Teaching: These 
would be represented by catalogues, school programs, courses of 
study, syllabi, text-books, teachers' manuals and other printed 
matter illustrating the organization of the subject matter of study 
and the methods of teaching. This material might either go to 
the library or to the museum, but as crude matter for elaboration 
it belongs to the museum. Here would belong data for investiga- 
tions of courses of study, e.g., measures of the time devoted to 
school subjects and effect on relative efficiency. Actual class- 
room procedure could be illustrated by photographs; the phono- 
graph and cinematograph have already been successfully utilized 
for this purpose. 

5. School Activities: Constructive and expressive work in 
materials, g>'mnasium exercise and play, social life in the school 
as reflected in athletics and societies, and other procedures in 
which personal activity or doing is the essence, rather than 
organization of knowledge or instruction. These could be repre- 
sented as regards constructive work by the material results 
achieved ; as regards organized activities, by school programs 
and allotments of time, reports, student year-books, photographs, 
invitations and program cards, etc. Records by photograph and 
phonograph would be useful. 

6. Results of Instruction : As far as they are material things, 
— as writing, composition, constructive work, — results can be quite 
fully represented in the museum. Mental and personal results 
can of course only be expressed symbolically. As was noted 
when discussing the utility of such collections, they can be 
divided into those collected especially as "measures," i.e., the re- 
sults of tests, which are of the utmost significance for educational 
science ; and "illustrations," or samples of routine work. 

7. Teachers: Whatever objective records could be compiled 
regarding teachers; e.g., their classifications, preparation, salaries, 
etc., might be expressed graphically in charts and diagrams and 



92 Teachers College Record [286 

brought to the attention of the public in an educational museum. 
The sources of such information would be conserved as material 
for research. Biographical collections regarding individual 
teachers and famous educators would be classed here. 

8. Administration of schools, i.e., schools in regard to their 
management and inner relations, could be shown in public mu- 
seums by diagrams illustrating these relationships; by charts of 
statistical character; by displays of methods of record keeping; 
etc. Cumulative archives of sources of information, as school 
reports and catalogues, would be of the greatest importance. 
These might subdivide as to elementary education, secondary 
education, training of teachers, professional and technical educa- 
tion, and other administrative groups. 

9. External Relations of Schools : The educational institutions 
of society, the function of each, and the relation of the school to 
them and to society itself, might conceivably find objective repre- 
sentation in public m.useums in diagrams or other striking sym- 
bolic form. 

E. Management of Educational Museums. The manage- 
ment of educational museums involves the following conceptions : 

I. Financial Support: Except in the case of teachers' or in- 
stitutional museums, expenses should be met by the public purse, 
as the museum is an adjunct to the work of the schools. In 
Germany the city or state commonly subsidizes teachers' 
museums. 

2. Quarters Needed : There should be provided exhibit halls 
for permanent exhibits, permitting special classification of exhibits 
in alcoves if not in separate halls ; one or more halls for temporary 
changing exhibits ; ample storage for research data and exhibits 
not on display; laboratories for mechanical, chemical, microscop- 
ical and other methods of testing and examination, and for the 
studies of the stafif and the use of scholars ; preparing and ship- 
ping rooms ; offices, and finally one or more lecture rooms. A 
building to fit the needs of a national or city educational museum 
would require special designing to meet the purpose required; 
and the wealth of architectural experience regarding general 
museums would help determine plans. Parts of school buildings 
have often been the first home of educational museums. No 
educational museum as yet occupies a specially designed building. 



287] Museums of Education 93 

3. Staff : A paid trained staff is essential, varying from part 
time of one person in a small museum, to a large number of per- 
sons in a national institution. Knowledge of education and of 
museum administration and technique, of statistical and other 
methods of research, and of mechanical and other forms of testing, 
would be required in a large museum, and could be found only in 
an assemblage of experts in these various lines. The small 
museum might grow out of an educational library, and employ 
library methods and staff at first. Many museums have devel- 
oped through the free services of devoted teachers. 

4. Classification of Collections : The collections would fall 
into two classes, — the exhibition material, and the study material. 
The former, arranged for public inspection, would include the 
striking displays and synoptical series, giving summary views of 
schools and education present and historical in exhibit halls ; the 
latter, which in some museums would soon form the larger and 
richer part, would include all detailed records and series, reserved 
in accessible storerooms for scientific study. In making study 
material available would lie one of the greatest functions of a 
national museum. All specimens, whether exhibited or in storage, 
should be fully labeled. 

5. Catalogues : Complete card catalogues should render all 
material available; guide books should be provided for the bene- 
fit of visitors, and labels with full, popular information. 

6. Publications : Reports of investigations and studies should 
be published. A periodical journal or organ should be published 
with news of accessions, reviews, brief reports of studies, tests, 
etc. Even the smallest museum could command a column in 
some educational journal, as is the practice of German museums. 

7. Conferences and Lectures: The museum should be the 
seat of conferences, meetings of teachers, and occasional lectures. 
It should not attempt formal courses of instruction ; but only such 
verbal instruction as can either gain effectiveness from the 
museum's collections, or add effectiveness to them. Special 
exhibitions should be arranged in connection with large teachers' 
meetings at the museum or elsewhere. 

8. Bureau of Information : The museum should be adminis- 
tered as a bureau of information for all that concerns education, 
by answering inquiries made in person or by letter ; by circulating 



94 Teachers College Record [288 

its reports ; by gathering information upon mooted questions and 
forestalling requests ; by sending out specially prepared exhibits 
for display at opportune times throughout the country ; by cooper- 
ating with state and city educational authorities as need requires. 
It may be objected that this is at present partially the function of 
our higher educational offices, as those of the state superintend- 
ents of education, and the United States Commissioner of Edu- 
cation. Be it said that to this extent they already fulfill the 
functions outlined, and it is only proposed, by adding more dis- 
tinctive museum features to these centers of educational admin- 
istration, to increase their possibilities of service to American 
education. The gathering of information would require a cumu- 
lative archive for filing away clippings, fugitive printed matter,, 
references and other data under classified headings, giving imme- 
diate reference to available information. As occasion demanded, 
material should pass from this nebulous stage into organized 
articles for publication. 

III. In Conclusion 

It should be said distinctly that no one educational museum 
would attempt so varied a program as that outlined. It repre- 
sents rather the first plotting of a field as yet unorganized, by 
many unrecognized: a field that embraces those monuments, 
records, measures, and objective means and manifestations of 
education which cannot be conveniently conserved and utilized 
by library methods. In closing, one cannot better enforce the 
worth of educational museums than by recalling in a general 
way the results of experience. Museums of education have 
proven their utility beyond question in international transfers of 
educational ideas : the history of the Canadian, Russian and 
Japanese museums alone would be sufficient to quote. These, it 
is true, are all cases in which such museums served as a prom- 
inent agency in the influx of new ideas into a barren field. The 
series of German educational museums, however, shows that in 
a country most advanced in educational resources, local or city 
museums of education perform a real function in the professional 
life of teachers. Germany has no national museum of education, 
but one is sought by German educators ; and the history of the 
Musee Pedagogique in Paris shows that a national museum of 



28yJ Museums of Education 95 

education in an advanced country is a practical undertaking. The 
most intimate relation is doubtless that between educational mu- 
seums and the professional training of teachers, and its significance 
is urged by the experience of the German museums and those at 
Toronto, Tokyo, and, most recently, Paris. 

The beginnings in this country, halting as they are, indicate 
a real faith in the usefulness of objective collections organized 
to represent education. The hope of a national museum of edu- 
cation at Washington, long cherished though still deferred, is one 
index of the situation ; the combined school and educational 
museum of the St. Louis schools, and the projected educational 
museum of the New York City schools are another; the annual 
school exhibit common in American schools, permanent exhibi- 
tions of local education in certain American cities, and as well 
the state educational exhibits in a few capital cities, are all indi- 
cations of beginnings. Perhaps most significant is the real need 
felt in the universities and other centers for training teachers for 
collections of objective exhibits which shall assist in making plain 
the nature, methods, means and results of education, and which 
shall supply new kinds of material for the advanced study of 
education. The time seems not far oflf when education, personal 
process that it is, will seek out all objective means of making 
itself and its purposes increasingly evident ; when the museum of 
education, especially when combined with laboratory methods of 
investigation and when joined with its complementary institution, 
the library of education, will afford control and insight in the 
forward educational progress of the country. 



96 Teachers College Record [290 

BIBLIOGRAPHY 

This bibliography includes books and articles bearing upon 
museums of education, as such, and upon the character and pur- 
poses of museums in general. For further references as to indi- 
vidual museums of education, one should see Hiibner, though his 
remarkably complete lists may be supplemented in one or two 
instances, especially for Toronto and St. Petersburg. The person 
desiring more complete references to the literature of museums in 
general should consult the two-volume bibliography of Murray. 

(i) Bather, Francis Arthur. Presidential Address before Museums 
Association, Aberdeen Conference, 1903, Museums Journal III (1903), 
pp. 71-94 and 1 10-132. 

(2) Beeger, Julius. Die Padagogischen Bibliotheken, Schulmuseen 
und standigen Lehrmittelausstellungen der Welt, mit besonderer Beruck- 
sichtigung der Padagogischen Centralbibliothek (Comenius-Stiftung) zu 
Leipzig. Eine geschichtlichstatistische Zusammenstellung von Julius 
Beeger, Director der Padagog. Centralbibliothek (Comenius-Stiftung), 
Leipsic, 1892, 84 pp. 

(3) Buisson, Ferd. Musees pedagogiques. Dictionnaire de Pedagogic 
et d'Instruction primaire. Part I, Vol. II. Paris, 1888, pp. 1982 ff. 

(4) Circulars of Information of the Bureau of Education, No. 5, 1875. 
Suggestions Respecting the Educational Exhibit at the International 
Centennial Exhibition, 1876. Washington, 1875, 26 pp. 

(5) Circulars of Information of the Bureau of Education, No. 5, 1884. 
Suggestions Respecting the Educational Exhibit at the World's Industrial 
and Cotton Centennial Exposition. Washington, 1884, 28 pp. 

(6) Die Museen als Voiksbildungsstatten ; ergebnisse der 12. Kon- 
ferenz . . . Berlin, 1904, 7+228-I-40 pp. (Centralstelle fiir Arbeiter — 
Wohlfahrtseinrichtungen Schriften 1904, No. 25.) For a summary, c£. 
Science, N. S., XIX (1904), pp. 610-612. 

(7) Eaton, John. Museums Illustrative of Education. Circular of 
Information No. 3, 1881, U. S. Bureau of Education, Washington, 1891, 
56 pp. 

(8) Field, Thomas. "An Educational Museum" in Thirteen Essays. 
189T. 

(9) Flower, Sir William Henry. Essays on Museums and other sub- 
jects connected with Natural History, London, 1898. 

Presidential address. The British Association for the Advance- 
ment of Science, 1889, PP- i ff- (Museums, their rise, use, organi- 
zation, etc.) Modern Museums, Museums Association (London), 
p. 21 ff. 

(10) Goode, George Brown. I. Museum-History and History of Mu- 
seums; II. The Principles of Museum Administration; III. The Museums 



291] Museums of Education 97 

of the Future. Papers by George Brown Goode, Late Assistant Secretary, 
Smithsonian Institution, in charge of U. S. National Museum, published 
in Report of U. S. National Museum, Part II, 1897, Washington. 
Museums, an article in Johnson's Universal Cyclopedia (1895) VI, p. 27; 
now. Universal Cyclopedia (1901) VIII, p. 315. 

(11) Gratacap, L. P. The Museum, Journal of Applied Microscopy 
and Laboratory Methods, Rochester, N. Y., V, No. 12; and VI, Nos. 1-12. 

The Making of a Museum, The Architectural Record, IX, 
pp. 376-402. 

Natural History Museums, Science, N. S., VIII (1898), pp. 29- 
37, and 61-68. 

(12) Hagen, Hermann August. The Origin and Development of 
Museums. American Naturalist, X (1876), pp. 80-89, and 135-148. 

(13) Hall, G. Stanley. A Central Pedagogical Library and Museum 
for Massachusetts. Pedagogical Seminary, XII (1905), pp. 464-470. 

(14) Hiibner, Max. Die auslandischen Schulmuseen, mit einer Abbil- 
dung der Schulmuseums in Tokio. Breslau, 1906. Ferd. Hirt. X and 
258 pp. 

Die deutschen Schulmuseen. Nebst einer Karte und 2 Tabellen. 
Breslau, 1904. Ferd. Hirt. VI and 125 pp. Nachtrags i, 2. 

(15) Jevons, William Stanley. "The Use and Abuse of Museums" in 
Methods of Social Reform, London, 1883, pp. 53-81. 

(16) Jullien, Esquisse et Vue preliminaire d'un ouvrage sur I'education 
comparee, Paris, 1817. 

(17) Luthi, E. Die Schweizerischen permanenten Schulausstellungen. 
Lausanne, 1896, 19 pp. 

(18) Manny, Frank A. A Positive Function for School Museums. 
The Elementary School Teacher, VIII (1907), pp. 152-3. 

(19) Mayer, Alfred G. The Status of Public Museums in the United 
States. Science, N. S., XVII (1903), pp. 843-851. 

(20) Monroe, Will S. Educational Museums and Libraries of Europe, 
Educational Review, April, 1896, pp. 374-391. 

(21) Murray, David. Museums, Their History and Their Use, with a 
bibliography and list of museums in the United Kingdom, 3 vols., Glas- 
gow, 1904. 

(22) Northrop, Birdsey G. Lessons from European Schools and the 
American Centennial, New York, 1877, 108 pp. 

(23) Piltz, E. Article on Schulmuseum, Rein's Encyklopddisches Hand- 
buch der Pddagogik, 1899, VI, 470-472. 

(24) Stejskal, Karl. An den loblichen Bezirksschulrath der Stadt 
Wien. Dr. Karl Stejskal und Genossen beantragen dringlich die Errich- 
tung eines k. k. osterreichischen Museums fiir Erziehung und Unterricht 
in Wien, 1894, 14 pp. 

(25) Waterman, Richard, Jr. Educational Exhibits at World's Fairs, 
Educational Review, V (1893), pp. 120-129 and 219-231. 



98 Museums of Education [292 

(26) Widgery, W. H. The History of Educational Museums, Journal 
of Education, London, June, 1890; reprinted as Educational Leaflet No. 63, 
Aug. IS, 1890, College for the Training of Teachers, New York City. 

(27) Winchell, Newton Horace. Museums and Their Purposes. 
Science, XVHI (1891), pp. 43-46. 

(28) Wood, J. G. The Dulness of Museums, 19th Century, XXI 
(1887), pp. 384-396. 

(29) Ziehen, Julius. Uber den Gedanken der Griindung eines Reichs- 
schulmuseums. Ein Vortrag von Dr. Julius Ziehen. Leipsic, 1903, 27 pp. 



ACKNOWLEDGMENT 

The writer makes acknowledgment to Dean James E. Russell 
of Teachers College for suggesting this study, for making possi- 
ble its pursuit in connection with the Educational Museum of 
Teachers College, and for counsel and encouragement given. 
Jr'rofessors Frank M. McMurry and David S. Snedden of Teach- 
ers College have given many helpful suggestions. Professor 
Will S. Monroe of the Montclair, New Jersey, Normal School 
loaned several rare pamphlets from his private library. The 
patient answering of schedules of questions and letters of inquiry 
have put the writer in debt for his data to a long list of persons. 
To the United States Commissioner of Education, to the super- 
intendents of education in the American states and the super- 
intendents of schools in American cities, and to professors of 
education in several American universities, thanks are due for 
information which it is hoped may later be presented more com- 
pletely than herewith. To the directors of museums of education 
the world over, gratitude is expressed for copies of catalogues, 
reports and other printed matter, as well as for answers to inquir- 
ies, all generously furnished. 



VITA 

Benjamin Richard Andrews, born December 31, 1877, 
Log-an, New York. Academic diploma, Mynderse Academy. 
Seneca Falls, New York, 1894. A. B.. Cornell University, igoi ; 
A. M., igo3. Supervisor of Educational Museum of Teachers 
Colleg^e, Columbia University, iQ03-igo6 ; Teaching Fellow, 
1904-1905; Director of Neig^hborhood Work, Speyer School of 
Teachers College, 1906-1907; Secretary, Departments of Do- 
mestic Economy, Teachers College, 1907. Author of Articles 
on "Habit" and "Auditory Tests," American Journal of 
Psychology. 



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